Early educational interventions with computer programmes: the influence of genetic and neurobiological factors
Different studies of our centre showed that computer-aided instruction can be a useful tool in early literacy education. However, some children may be more sensitive for intervention programmes than others. In this research project we elaborate our findings that children with a specific dopamine genotype that is related to attention problems are more susceptible for an early literacy intervention than others.
The literacy intervention “Living Letters” contains specific feedback that keeps children on tasks. Because of the early detection of literacy diffuculties and by introducing teachers how to make use of ICT supplementary to their lessons, this practice-oriented study makes a valuable contribution to education.
Bus, A.G. (2012). Educatieve software voor jonge kinderen. Kennisnet: Weten Wat Werkt en Waarom, 1, 12-16.
- Bus, A.G., & Kegel, C.A.T. (in press). Effects of an adaptive game on early literacy skills in at risk populations. In A. Shamir & O. Korat (Eds.), Technology as a support for literacy achievements for children at risk.
- Bus, A.G., Kegel, C.A.T., & Van der Kooy-Hofland, V.A.C. (2011). Interactief leesonderwijs voor kleuters. In P.F. de Jong & H.M.Y. Koomen (Red.), Interventie bij onderwijsleerproblemen (pp. 83-93). Apeldoorn: Garant.
- Kegel, C.A.T. (2012). Berenhulp bij beginnend lezen. Didaktief Special, 13.
- Kegel, C. A. T., & Bus, A. G. (2012a). Links between DRD4, executive attention, and alphabetic skills in a nonclinical sample.
Journal of Child Psychology and Psychiatry. doi:10.1111/j.1469-7610.2012.02604.x
- Kegel, C. A. T., & Bus, A. G. (2012b). Online tutoring as a pivotal quality of web-based early literacy programs. Journal of Educational Psychology, 104, 182-192.
- Kegel, C.A.T., Bus, A.G., & Van IJzendoorn, M.H. (2011). Differential susceptibility in early literacy instruction through computer games: The role of the dopamine D4 receptor gene (DRD4). Mind, Brain, and Education, 5, 71-78.
- Kegel, C.A.T., Van der Kooy- Hofland, V.A.C., & Bus, A.G. (2009). Improving early phoneme skills with a computer program: Differential effects of regulatory skills. Learning and Individual Differences, 19, 549-554.
- Van der Kooy-Hofland, V.A.C., Kegel, C.A.T., & Bus, A.G. (2011). Evidence-based computer interventions targeting phonological awareness to prevent reading problems in at-risk young students. In S.B. Neuman, & D.K. Dickinson (Eds.), Handbook of early literacy research, Volume 3 (pp. 214-227). New York: Guilford Press.
This research was supported by a grant from both the Institute of Education and Child Studies and from the organization Stichting Kennisnet to prof. Adriana Bus.