Effectiveness of computer-assisted virtual cognitive retraining in improving reading, dictation, and copying skills among school-going children

Gargi Bansal; Anand Pratap  Singh

doi:10.38140/ijspsy.v2i1.655

Authors

Gargi Bansal Gautam Buddha University, India
Anand Pratap Singh Gautam Buddha University, India

DOI:

https://doi.org/10.38140/ijspsy.v2i1.655

Keywords:

Academic skills, Bilingual, Children with average or above-average IQ, Randomized control trial

Abstract

A randomized control trial with repeated measures was used with 60 bilingual learners aged 8-10 years from English medium schools to evaluate the effectiveness of Computer-Assisted virtual Cognitive Retraining (CACR) on school-going children with average or above-average IQ and no identified learning impairment. Data collection was done virtually. The experimental group received CACR for five weeks, with 15 sessions of an hour’s duration. Learners in the control group did not receive any training. The dependent variables were evaluated by 15 minutes of reading, copying, and dictation tests from their grade level English textbook and using the Language subtests of the Diagnostic Test for Learning Disability (DTLD), a test for diagnosing learning disability validated in the Indian population. Results showed improvements in the learners’ academic skills, such as reading fluency, copying, and dictation. The outcome of this study has implications for using virtual computer-based interventions to enhance the academic skills of school-going children.

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