Computer-based learning of spelling skills in children with and without dyslexia |
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| Authors: | Email author" target="_blank">Monika?KastEmail author Email author" target="_blank">Gian-Marco?BascheraEmail author Markus?Gross Lutz?J?ncke Martin?Meyer |
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| Institution: | 1.Department of Neuropsychology,University of Zurich,Zurich,Switzerland;2.Institute for Computational Science,ETH Zürich,Zurich,Switzerland;3.Institute of Neuropsychology,University of Zurich,Zurich,Switzerland |
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| Abstract: | Our spelling training software recodes words into multisensory representations comprising visual and auditory codes. These
codes represent information about letters and syllables of a word. An enhanced version, developed for this study, contains
an additional phonological code and an improved word selection controller relying on a phoneme-based student model. We investigated
the spelling behavior of children by means of learning curves based on log-file data of the previous and the enhanced software
version. First, we compared the learning progress of children with dyslexia working either with the previous software (n = 28) or the adapted version (n = 37). Second, we investigated the spelling behavior of children with dyslexia (n = 37) and matched children without dyslexia (n = 25). To gain deeper insight into which factors are relevant for acquiring spelling skills, we analyzed the influence of
cognitive abilities, such as attention functions and verbal memory skills, on the learning behavior. All investigations of
the learning process are based on learning curve analyses of the collected log-file data. The results evidenced that those
children with dyslexia benefit significantly from the additional phonological cue and the corresponding phoneme-based student
model. Actually, children with dyslexia improve their spelling skills to the same extent as children without dyslexia and
were able to memorize phoneme to grapheme correspondence when given the correct support and adequate training. In addition,
children with low attention functions benefit from the structured learning environment. Generally, our data showed that memory
sources are supportive cognitive functions for acquiring spelling skills and for using the information cues of a multi-modal
learning environment. |
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