Effectiveness of graphoLearn English in India: An intervention study

Effectiveness of graphoLearn English in India: An intervention study

First Author: Priyanka Patel -- University of Jyväskylä, Finland
Additional authors/chairs: 
Minna Torppa; Mikko Aro; Ulla Richardson; Heikki Lyytinen
Keywords: GraphoGame, Early Literacy, English Language Learners (ELL), developing country
Abstract / Summary: 

The study aimed to test the effectiveness of GraphoLearn English, a globally recognized computer-assisted literacy intervention, with students studying in an English-medium public school in New Delhi, India.

Grade 1 and 2 students (N=136), who were native Hindi speakers, were randomly allocated to either the GraphoLearn intervention group (n=69) or a math game control group (n=67) where they played for approximately 20 minutes per day over 5 weeks. Participants were pre and post tested on basic English literacy skills as taught by GraphoLearn (letter sounds, rime units, and word recognition), as well as on paper pencil measures (phonological awareness, word and non-word reading, spelling).

Repeated measures ANOVA was used to compare the development of scores from pre to post test. Results showed a significant group and time*group interaction effects on letter sound and rime unit recognition. Post-test effect sizes were also large for letter sound (d=2.02) and rime unit (d=.36) recognition, and a small but significant effect was found for word recognition (d=.36); all skills taught by GraphoLearn. Effect size of word reading gains were comparable to other technology interventions (d=.11), however CI’s crossed zero.

The study opens the door for discussions around the use of computer-based interventions in under-resourced countries to support students with low levels of foundational literacy skill and where many children have a literacy language which differs from their mother tongue. Children picked up the skills taught and tested by the game but transfer to paper-based reading was limited.