Using Game-Based Learning to Improve Boys' Literacy

2022 ◽  
pp. 249-268
Author(s):  
Minda M. B. Marshall ◽  
Marinda Marshall
Keyword(s):  
South African ◽  
Reading Fluency ◽  
Visual Processing ◽  
Intervention Program ◽  
Reading Speed ◽  
Literacy Intervention ◽  
Game Based Learning ◽  
Perceptual Development ◽  
Whole School ◽  
Visual Intelligence

This chapter foregrounds an online gamified visual intelligence innovation (eyebraingym) developed to enhance visual processing skills, improve memory and vocabulary, and increase reading fluency. The explicit aim of the innovation is to improve comprehension towards visual intelligence. Ninety-eight Grade 8 learners at a South African Boy's School completed their online development during the 2021 academic year. These learners were part of a group of students participating in a whole school reading and literacy intervention program. The innovation is an integral part of this ongoing project. Their interaction with the innovation consists of 15 sessions completed once or twice a week for 20 – 40 minutes over five months. The results of the project are positive. It shows that most participating students improved their perceptual development and reading speed (VPF) and cognitive development and comprehension skills (CDF). In addition, these outcomes transferred to improved relative efficiency when working with information (AIUF).

Maximizing Students' Learning Success Through Lab-on-Line

2020 ◽  
pp. 262-276
Author(s):  
Minda M. B. Marshall ◽  
Simon George Taukeni ◽  
Rheinhold Disho Muruti ◽  
Gibert Likando ◽  
Cynthy Kaliinasho Haihambo ◽  
...  
Keyword(s):  
Language Proficiency ◽  
Reading Fluency ◽  
Visual Processing ◽  
Reading Speed ◽  
Perceptual Development ◽  
Learning Success ◽  
Reading Efficiency ◽  
Comprehension Ability ◽  
On Line ◽  
The University

This chapter foregrounds the Lab-On-Line project, a technological innovation developed to enhance visual processing skills, improve memory and vocabulary, and increase reading fluency with the explicit aim of improving comprehension. Thirty (30) 3rd year students at one of the University of Namibia campuses participated in the pilot study. A pre-test was conducted for placement purpose. Subsequently, the selected sample commenced with the Lab-On-Line program that consists of 20 lessons that were carried out twice a week over a period of five months. Thereafter a Standardized Reading Evaluation was performed to determine their language proficiency, reading speed per minute and comprehension ability. Results show that the majority of participating students had improved their perceptual development and reading speed (VPF), cognitive development and comprehension skills (CDF), and relative reading efficiency (AIUF).

Management of indiscipline among secondary school students in Ilembe District, KwaZulu-Natal, South Africa

2020 ◽  
Vol 9 (4) ◽  
pp. 139-156
Author(s):  
Ntombizandile Gcelu ◽  
◽  
Amy Sarah Padayachee ◽  
Sekitla Daniel Makhasane
Keyword(s):  
Secondary Schools ◽  
South African ◽  
School Administrators ◽  
Code Of Conduct ◽  
Structured Interview ◽  
School Students ◽  
Whole School ◽  
Kwazulu Natal ◽  
Whole School Approach ◽  
Meaningful Relationships

South African schools are faced with a serious problem of indiscipline. The available literature reveals that despite the efforts of school administrators and teachers to instil discipline among learners, indiscipline still abounds to the extent of getting out of hand. Based on the intention of this study, a qualitative study was adopted. A qualitative-based study underpinned by the interpretive research paradigm was employed to explore the perspectives of educators in their collaborative roles in managing discipline. The sample comprised twelve educators who were purposively selected from four secondary schools in the Ilembe District, KwaZulu-Natal. A semi-structured interview schedule was used to collect the data. The findings revealed that educators should apply the school code of conduct as a whole-school approach to managing discipline to create meaningful relationships with parents as stakeholders and communicate expected behaviours with learners. It is recommended that in implementing strategies to manage discipline, learners, educators, school managers and the school governing boards of all schools should take a collaborative approach to the management of discipline in secondary schools

The Effect of In-School Saccadic Training on Reading Fluency and Comprehension in First and Second Grade Students

2016 ◽  
Vol 32 (1) ◽  
pp. 104-111 ◽  
Author(s):  
David Dodick ◽  
Amaal J. Starling ◽  
Jennifer Wethe ◽  
Yi Pang ◽  
Leonard V. Messner ◽  
...  
Keyword(s):  
Eye Movements ◽  
Reading Fluency ◽  
Visual Processing ◽  
Second Grade ◽  
Control Group ◽  
Second Grade Students ◽  
Fluency And Comprehension ◽  
Physical Foundation ◽  
Study Participants ◽  
And Control

Efficient eye movements provide a physical foundation for proficient reading skills. We investigated the effect of in-school saccadic training on reading performance. In this cross-over design, study participants (n = 327, 165 males; mean age [SD]: 7 y 6 mo [1y 1 mo]) were randomized into treatment and control groups, who then underwent eighteen 20-minute training sessions over 5 weeks using King-Devick Reading Acceleration Program Software. Pre- and posttreatment reading assessments included fluency, comprehension, and rapid number naming performance. The treatment group had significantly greater improvement than the control group in fluency (6.2% vs 3.6%, P = .0277) and comprehension (7.5% vs 1.5%, P = .0002). The high-needs student group significantly improved in fluency ( P < .001) and comprehension ( P < .001). We hypothesize these improvements to be attributed to the repetitive practice of reading-related eye movements, shifting visuospatial attention, and visual processing. Consideration should be given to teaching the physical act of reading within the early education curriculum.

scholarly journals Early intervention for children at risk of visual processing dysfunctions from 1 year of age: a randomized controlled trial protocol

Trials ◽  
2020 ◽  
Vol 21 (1) ◽  
Author(s):  
Marlou J. G. Kooiker ◽  
Yoni van der Linden ◽  
Jenneke van Dijk ◽  
Ymie J. van der Zee ◽  
Renate M. C. Swarte ◽  
...  
Keyword(s):  
At Risk ◽  
Randomized Controlled Trial ◽  
Visual Processing ◽  
Intervention Program ◽  
Controlled Trial ◽  
Clinical Care ◽  
Control Group ◽  
Randomized Controlled ◽  
Extremely Preterm ◽  
Intervention Protocol

Abstract Background An increasing number of children are suffering from brain damage-related visual processing dysfunctions (VPD). There is currently a lack of evidence-based intervention methods that can be used early in development. We developed a visual intervention protocol suitable from 1 year of age. The protocol is structured, comprehensive and individually adaptive, and is paired with quantitative outcome assessments. Our aim is to investigate the effectiveness of this first visual intervention program for young children with (a risk of) VPD. Methods This is a single-blind, placebo-controlled trial that is embedded within standard clinical care. The study population consists of 100 children born very or extremely preterm (< 30 weeks) at 1 year of corrected age (CA), of whom 50% are expected to have VPD. First, children undergo a visual screening at 1 year CA. If they are classified as being at risk of VPD, they are referred to standard care, which involves an ophthalmic and visual function assessment and a (newly developed) visual intervention program. This program consists of a general protocol (standardized and similar for all children) and a supplement protocol (adapted to the specific needs of the child). Children are randomly allocated to an intervention group (starting upon inclusion at 1 year CA) or a control group (postponed: starting at 2 years CA). The control group will receive a placebo treatment. The effectiveness of early visual intervention will be examined with follow-up visual and neurocognitive assessments after 1 year (upon completion of the direct intervention) and after 2 years (upon completion of the postponed intervention). Discussion Through this randomized controlled trial we will establish the effectiveness of a new and early visual intervention program. Combining a general and supplement protocol enables both structured comparisons between participants and groups, and custom habilitation that is tailored to a child’s specific needs. The design ensures that all included children will benefit from participation by advancing the age at which they start receiving an intervention. We expect results to be applicable to the overall population of children with (a risk of) VPD early in life. Trial registration Netherlands Trial Register: NTR6952. Registered 19 January 2018.

scholarly journals Neurophysiology of grapheme decoding

2019 ◽  
pp. 402-433
Author(s):  
Marije SOTO ◽  
Juliana Novo GOMES ◽  
Aniela Improta FRANÇA ◽  
Aniela Gesualdi MANHÃES
Keyword(s):  
Reading Fluency ◽  
Visual Processing ◽  
Individual Performance ◽  
Word Form ◽  
Test Results ◽  
Predictive Tool ◽  
Form Processing ◽  
N170 Component ◽  
8Th Graders ◽  
Electrophysiological Experiment

This study zooms in on the specialization of visual processing that underlies grapheme and word form processing, and presents an electrophysiological experiment performed with 8th graders in a public state elementary school. The methodology of Event Related Brain Potential (EEG-ERP) was used to collect and analyze the N170 component, a neurophysiological signature sensitive to grapheme and word form processing. The test results indicated that, in this group, higher performance in grapheme recognition was not associated to a reduced difference between ERP wave amplitudes in response to word and false font stimuli, but instead to a clear left lateralization of print sensitive N170 responses. Differently from most ERP studies that uses the grand-averaging of all participants’ ERP responses, the current analysis also investigated individual performance of participants. In this modality, the varying levels of intensity and lateralization of the neurophysiological response indicate that a large portion of the participants remain in the process of obtaining reading fluency long after having started to learn how to read. The qualitative correlation between performance and the degree of lateralization is, thus, a novel and promising measurement involving the N170 component as a descriptive and predictive tool in the monitoring of reading acquisition stages.

The Location and Effects of Visual Hemisphere-Specific Stimulation on Reading Fluency in Children With the Characteristics of Dyslexia

2017 ◽  
Vol 51 (4) ◽  
pp. 399-415 ◽  
Author(s):  
Bobbie Jean Koen ◽  
Jacqueline Hawkins ◽  
Xi Zhu ◽  
Ben Jansen ◽  
Weihua Fan ◽  
...  
Keyword(s):  
Reading Fluency ◽  
Reading Disabilities ◽  
Reading Speed ◽  
Inferior Frontal Gyrus ◽  
Intervention Group ◽  
Reading Proficiency ◽  
Superior Temporal Gyrus ◽  
Visual Word Form Area ◽  
Specific Stimulation ◽  
The Right

Fluency is used as an indicator of reading proficiency. Many students with reading disabilities are unable to benefit from typical interventions. This study is designed to replicate Lorusso, Facoetti, Paganoni, Pezzani, and Molteni’s (2006) work using FlashWord, a computer program that tachistoscopically presents words in the right or left visual hemi-field in English and locates through fMRI imaging the processing areas involved in fluency development. Our participants were 15 students who were ages 8 to 19 years and had reading disabilities randomly assigned to Intervention ( n = 9) and Delayed Intervention ( n = 6) groups. Functional imaging studies focused on analyzing activations in the left hemisphere (LH) superior temporal gyrus, the inferior frontal gyrus, and the LH inferior occipito-temporal/fusiform area (visual-word form area [VWFA]). Analysis of intervention data showed that 6 of the 9 Intervention group participants (67%) achieved levels of automatic processing and increased their reading rate by an average of 20 words per minute after participating in the FlashWord intervention. Analyses of fMRI group activation maps and mean activation levels in regions of interest document processing changes in VWFA activations that could be related to the increase in reading speed and confirm these locations as essential to developing fluency.

Emergent Literacy Intervention for Vulnerable Preschoolers

2003 ◽  
Vol 12 (3) ◽  
pp. 320-332 ◽  
Author(s):  
Laura M. Justice ◽  
Sy-Miin Chow ◽  
Cara Capellini ◽  
Kevin Flanigan ◽  
Sarah Colton
Keyword(s):  
Emergent Literacy ◽  
Oral Language ◽  
Intervention Program ◽  
Literacy Intervention ◽  
Literacy Assessment ◽  
Multiple Risk Factors ◽  
Literacy Knowledge ◽  
Oral Language Skills ◽  
Treatment Research ◽  
Literacy Performance

This study determined the relative efficacy of an experimental explicit emergent literacy intervention program for preschoolers experiencing multiple risk factors. Using an alternating treatment research design, children completed two 6-week waves of intervention in small groups; one wave featured the experimental explicit intervention program, whereas the other featured a comparison program. Emergent literacy assessment was conducted at pretest and at the end of each wave. Results indicated significant widespread gains in emergent literacy knowledge over the entire 12-week intervention program; growth was significantly greater during the experimental explicit intervention program compared to the comparison program. An examination of individual differences and intervention outcome showed oral language skills and literacy orientation to predict emergent literacy performance at the end of the program.

An Intervention Program to Increase Reading Fluency

1998 ◽  
Vol 14 (1-2) ◽  
pp. 105-125 ◽  
Author(s):  
Melissa A. Bray ◽  
Thomas J. Kehle ◽  
Victoria S. Spackman ◽  
John M. Hintze
Keyword(s):  
Reading Fluency ◽  
Intervention Program
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