DEVELOPMENT OF AN EDUCATIONAL ONLINE GAME FOR THE INTERVENTION OF KOREAN DYSLEXIA - A GAME UTILIZING SYLLABLE COUNTING FOR PHONOLOGICAL AWARENESS INTERVENTION -
DOI:
https://doi.org/10.20319/pijss.2017.32.25442550Keywords:
Dyslexia, Intervention, Online Education Game, Syllable Counting, Phonological AwarenessAbstract
5% of the world population suffers from dyslexia (difficulty in reading), and according to research, the brain begins to distinguish characters at the age of 60 months. Thus, at the time when children are learning to speak at the age of 60 months, the dyslexic intervention is most needed. During intervention, the teacher needs to use a verified method according to the educational needs of the students with dyslexia. In Korea, the number of teachers specialized for dyslexia education is highly insufficient. Therefore, a program that accessible to as many dyslexic children as possible in highly in need which can offered independent yet effective learning. This study aimed to develop an effective online game program for the treatment of dyslexia. We first researched the contents and characteristics of the current phonological dyslexia interventions, and examined the needs of stakeholders. Then, based on the survey results, we designed a game for phonological awareness (syllable counting).
References
Ball, E. W. (1993). Phonological awareness. Reading and Writing, 5(2), 141-159. https://doi.org/10.1007/BF01027481
Barbara Riddick (2001). Dyslexia and inclusion: Time for a social model of disability perspective?, International Studies in Sociology of Education, 11(3), 223-236, https://doi.org/10.1080/09620210100200078
Dae Sik Lee (2004). The Theory and Use of Direct Instruction for Solving Academic Problems of Students with Learning Disabilities or Low Achievement: Meanings and Features of Direct Instructio. The Korean Journal of Learning Disabilities, 1(1), 133-161.
Ehri, L. C. (2000). Learning to read and learning to spell: Two sides of a coin. Topics in Language Disorders, 20(3), 19-36. https://doi.org/10.1097/00011363-200020030-00005
Hong Jae Lee et al.(1998), Toward Understanding Dyslexia : Classification and Evaluation of dyslexia, Korean Journal of Psychology, 17(1), 1-24.
International dyslexia association (2017, April). Retrieved April 12, 2017, from http://www.washingtonpost.com/dir/subdir/2014/05/11/a-d9-11e3_story.html.
McCarthy, R., & Warrington, E. K. (1986). Phonological reading: Phenomena and paradoxes. Cortex, 22(3), 359-380. https://doi.org/10.1016/S0010-9452(86)80002-8
Mi Young Kwon (2015). Effects of Game Play on Self-Regulation and Maladaptive Behavior of Children with Learning Disabilities. The Journal of Special Education: Theory and Practice, 16(2), 187-211.
National Reading Panel (2000). Report of the national reading panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. National Institute of Child Health and Human Development, National Institutes of Health.
Yong Wook Kim et al., (2015). A Study on Dyslexia Research, Journal of Special Education: Theory and Practice, 16(2), 213-242.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2017 Authors
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
