Juliana Geizy Marques de Souza|Janaína Weissheimer|Augusto Buchweitz
Well Played! Promoting Phonemic Awareness Training Using EdTech—GraphoGame Brazil—During the COVID-19 Pandemic
Universidade Federal do Rio Grande do Norte|Universidade Federal do Rio Grande do Norte|Haskins Laboratories|Instituto do Cérebro|Universidade Federal do Rio Grande do Sul|University of Connecticut
early literacy skills alphabet knowledge phonemic awareness made foundation learning read skills effectively taught explicit instruction starting inpreschool continuing early elementary school years covid19 pandemic school closures severely impacted early literacy development worldwide brazil one longest school closure periods resulted several children access educational activities education technology edtech tools leverage access pedagogical materials remediate consequences school closure investigated impact using early literacy edtech graphogame brazil foster learning early literacy skills height covid19 school closures brazil carried quasiexperimental pretest posttest study elementary school students taking online classes participants pseudo randomly assigned 1 experimental group played graphogame brazil 2 active control group played edtech focuses early numeracy skills results show significant positive training effect word reading accuracy associated use graphogame children experimental group relative control group also found statistically significant negative effect lowercase naming control group address consequences covid19 school closures promise edtech limitations discuss issue fostering successful early literacy instruction countries struggled teaching children read even pandemic