Stroete, I. te (Iris) (2016) GraphoGame in the Netherlands: reading-related skills and the mismatch negativity in the first grade. thesis, Medicine.
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Abstract
One of the goals of this study was to determine if a computerized intervention game, developed to train the phonological awareness, influenced the reading-related skills of six-year old children at the start of the first grade. Phonological awareness is an important skill to learn to read fluently and correctly. The other goal was to explore if the intervention game also influenced responses in the brain that represent the phonological discrimination, the mismatch-negativity (MMN). This was done with electro-encephalography (EEG) research. The changes in the MMN were also used to evaluate if they could explain the improvement in phonological awareness. Children with and without a familial risk for dyslexia participated in the experiment. The training period covered seven weeks and children played for three hours and ten minutes. The control group played a game with a similar format, but this game trained mathematical exercises. We found no differences between the intervention and the control group. Both groups did show an increased MMN amplitude with improved scores on the tests for phonological awareness. These improvements cannot be attributed to the intervention based on our results.
| Item Type: | Thesis (Thesis) |
|---|---|
| Supervisor name: | Faculty supervisor: and Maurits, Natasha M. |
| Supervisor name: | Second supervisor: and Glatz, Toivo and Rijksuniversiteit Groningen, Faculty of Arts |
| Faculty: | Medical Sciences |
| Date Deposited: | 25 Jun 2020 10:41 |
| Last Modified: | 25 Jun 2020 10:41 |
| URI: | https://umcg.studenttheses.ub.rug.nl/id/eprint/226 |
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