I am interested in child development and neurodevelopmental disorders, mainly learning disorders. After graduating from the University of Warsaw, I have gained experience as a research assistant developing and researching computer-based interventions for literacy skills development in Polish and in English, and as an educational psychologist. Enriched by this experience, I decided to come back to academia to continue with my PhD studies. Address: Koszalin, Poland
Kamykowska, J. & Szczerbiński, M. (2014). Komputerowe gry edukacyjne dla dzieci z trudnościami w ... more Kamykowska, J. & Szczerbiński, M. (2014). Komputerowe gry edukacyjne dla dzieci z trudnościami w czytaniu – doświadczenia polskie i irlandzkie. [Educational computer games for children with reading difficulties: Polish and Irish experience]. In Z problematyki kształcenia językowego, t. V, (pp. 265-290). Białystok: Wyd. Uni. w Białymstoku.
Śledziński, D., Szczerbiński, M. & Piotrowska, J. (2013) Przygotowanie i podział na sylaby korpus... more Śledziński, D., Szczerbiński, M. & Piotrowska, J. (2013) Przygotowanie i podział na sylaby korpusu tekstów dla dzieci [A corpus of child’s literature: preparation and syllabification]. In Scripta manent – res novae, (pp. 439-450). Poznań: Wyd. Naukowe UAM.
Abstract
The aim of this randomised crossover study was to investigate the development of readin... more Abstract
The aim of this randomised crossover study was to investigate the development of reading skills in children with low letter knowledge in the first year of their formal reading instruction and to assess the effectiveness of GraphoGame Polish (PL) – intensive computer game-based training in recognition of grapheme-phoneme associations.
The results show that even though children with initial poor letter knowledge finally achieved the level of the reference group in terms of letter naming, there was still a significant gap between them in reading speed of words and pseudowords.
The experiment investigating the training effectiveness did not show significant differences between the GraphoGame playing group and the group playing a maths game in respect to changes in letter knowledge. The reading skills of both groups of players increased between the assessments with a similar pace.
Kamykowska, J. (2014). Gry komputerowe w terapii pedagogicznej - skuteczne narzędzia motywujące d... more Kamykowska, J. (2014). Gry komputerowe w terapii pedagogicznej - skuteczne narzędzia motywujące do pracy czy zbędne "ozdobniki"? Nauczyciel Uczeń, 1, 21-24. Gdynia: Operon.
Piotrowska, J. & Szczerbiński, M. (2013). Online training in automatic word recognition – players... more Piotrowska, J. & Szczerbiński, M. (2013). Online training in automatic word recognition – players’ opinions. Presentation for an “ICT in Education” conference, Tipperary, Ireland.
Graphogame-Fluent – a set of online computer games (see https://graphogame.com/) was designed to improve word recognition automaticity in slow readers in primary school (3rd – 6th grade).
We report an experimental study on the use of Graphogame-Fluent, involving slow readers in Cork. Following the initial assessment of reading skills, slow readers were invited to play the games individually at home or at school for half an hour a day for period of approximately 7 weeks. We addressed the following questions:
1) Effectiveness: Does playing Graphogame-Fluent make significant impact on word recognition automaticity?
2) Players’ opinions:
- What was the uptake of the games?
- What was the typical duration and intensity of play?
- What were the factors that predicted ‘stickability’ – children’s willingness to persist at practice?
- What did children think of the games?
Results: even though most of players declared that they liked playing Graphogame, we observed high attrition rates and achieved training intensity was much below target. Graphogame-Fluent was not found to be effective method for helping poor readers improve their reading speed, when it was being used as a stand-alone play-at-home-on-your-own tool.
Szczerbiński, M. & Kamykowska, J. (2014). Edukacyjne gry komputerowe – czy i jak je stosować? [Ed... more Szczerbiński, M. & Kamykowska, J. (2014). Edukacyjne gry komputerowe – czy i jak je stosować? [Educational computer games: should we use them/how to use them?]. A workshop for teachers on ‘I Kongres Nauczycieli Edukacji Wczesnoszkolnej’ teachers’ conference, Gdańsk, Poland.
Szczerbiński, M., Piotrowska, J., Richardson, U., Keurulainen, A., Wierzchoń, P., Śledziński, D. ... more Szczerbiński, M., Piotrowska, J., Richardson, U., Keurulainen, A., Wierzchoń, P., Śledziński, D. & Landerl, K. (2012). Online remediation of reading fluency problems: technology, pedagogy, psychology. Poster presented on 6th European Conference on Game-Based Learning, Cork.
Kamykowska, J. & Szczerbiński, M. (2014). Komputerowe gry edukacyjne dla dzieci z trudnościami w ... more Kamykowska, J. & Szczerbiński, M. (2014). Komputerowe gry edukacyjne dla dzieci z trudnościami w czytaniu – doświadczenia polskie i irlandzkie. [Educational computer games for children with reading difficulties: Polish and Irish experience]. In Z problematyki kształcenia językowego, t. V, (pp. 265-290). Białystok: Wyd. Uni. w Białymstoku.
Śledziński, D., Szczerbiński, M. & Piotrowska, J. (2013) Przygotowanie i podział na sylaby korpus... more Śledziński, D., Szczerbiński, M. & Piotrowska, J. (2013) Przygotowanie i podział na sylaby korpusu tekstów dla dzieci [A corpus of child’s literature: preparation and syllabification]. In Scripta manent – res novae, (pp. 439-450). Poznań: Wyd. Naukowe UAM.
Abstract
The aim of this randomised crossover study was to investigate the development of readin... more Abstract
The aim of this randomised crossover study was to investigate the development of reading skills in children with low letter knowledge in the first year of their formal reading instruction and to assess the effectiveness of GraphoGame Polish (PL) – intensive computer game-based training in recognition of grapheme-phoneme associations.
The results show that even though children with initial poor letter knowledge finally achieved the level of the reference group in terms of letter naming, there was still a significant gap between them in reading speed of words and pseudowords.
The experiment investigating the training effectiveness did not show significant differences between the GraphoGame playing group and the group playing a maths game in respect to changes in letter knowledge. The reading skills of both groups of players increased between the assessments with a similar pace.
Kamykowska, J. (2014). Gry komputerowe w terapii pedagogicznej - skuteczne narzędzia motywujące d... more Kamykowska, J. (2014). Gry komputerowe w terapii pedagogicznej - skuteczne narzędzia motywujące do pracy czy zbędne "ozdobniki"? Nauczyciel Uczeń, 1, 21-24. Gdynia: Operon.
Piotrowska, J. & Szczerbiński, M. (2013). Online training in automatic word recognition – players... more Piotrowska, J. & Szczerbiński, M. (2013). Online training in automatic word recognition – players’ opinions. Presentation for an “ICT in Education” conference, Tipperary, Ireland.
Graphogame-Fluent – a set of online computer games (see https://graphogame.com/) was designed to improve word recognition automaticity in slow readers in primary school (3rd – 6th grade).
We report an experimental study on the use of Graphogame-Fluent, involving slow readers in Cork. Following the initial assessment of reading skills, slow readers were invited to play the games individually at home or at school for half an hour a day for period of approximately 7 weeks. We addressed the following questions:
1) Effectiveness: Does playing Graphogame-Fluent make significant impact on word recognition automaticity?
2) Players’ opinions:
- What was the uptake of the games?
- What was the typical duration and intensity of play?
- What were the factors that predicted ‘stickability’ – children’s willingness to persist at practice?
- What did children think of the games?
Results: even though most of players declared that they liked playing Graphogame, we observed high attrition rates and achieved training intensity was much below target. Graphogame-Fluent was not found to be effective method for helping poor readers improve their reading speed, when it was being used as a stand-alone play-at-home-on-your-own tool.
Szczerbiński, M. & Kamykowska, J. (2014). Edukacyjne gry komputerowe – czy i jak je stosować? [Ed... more Szczerbiński, M. & Kamykowska, J. (2014). Edukacyjne gry komputerowe – czy i jak je stosować? [Educational computer games: should we use them/how to use them?]. A workshop for teachers on ‘I Kongres Nauczycieli Edukacji Wczesnoszkolnej’ teachers’ conference, Gdańsk, Poland.
Szczerbiński, M., Piotrowska, J., Richardson, U., Keurulainen, A., Wierzchoń, P., Śledziński, D. ... more Szczerbiński, M., Piotrowska, J., Richardson, U., Keurulainen, A., Wierzchoń, P., Śledziński, D. & Landerl, K. (2012). Online remediation of reading fluency problems: technology, pedagogy, psychology. Poster presented on 6th European Conference on Game-Based Learning, Cork.
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The aim of this randomised crossover study was to investigate the development of reading skills in children with low letter knowledge in the first year of their formal reading instruction and to assess the effectiveness of GraphoGame Polish (PL) – intensive computer game-based training in recognition of grapheme-phoneme associations.
The results show that even though children with initial poor letter knowledge finally achieved the level of the reference group in terms of letter naming, there was still a significant gap between them in reading speed of words and pseudowords.
The experiment investigating the training effectiveness did not show significant differences between the GraphoGame playing group and the group playing a maths game in respect to changes in letter knowledge. The reading skills of both groups of players increased between the assessments with a similar pace.
Graphogame-Fluent – a set of online computer games (see https://graphogame.com/) was designed to improve word recognition automaticity in slow readers in primary school (3rd – 6th grade).
We report an experimental study on the use of Graphogame-Fluent, involving slow readers in Cork. Following the initial assessment of reading skills, slow readers were invited to play the games individually at home or at school for half an hour a day for period of approximately 7 weeks. We addressed the following questions:
1) Effectiveness: Does playing Graphogame-Fluent make significant impact on word recognition automaticity?
2) Players’ opinions:
- What was the uptake of the games?
- What was the typical duration and intensity of play?
- What were the factors that predicted ‘stickability’ – children’s willingness to persist at practice?
- What did children think of the games?
Results: even though most of players declared that they liked playing Graphogame, we observed high attrition rates and achieved training intensity was much below target. Graphogame-Fluent was not found to be effective method for helping poor readers improve their reading speed, when it was being used as a stand-alone play-at-home-on-your-own tool.
The aim of this randomised crossover study was to investigate the development of reading skills in children with low letter knowledge in the first year of their formal reading instruction and to assess the effectiveness of GraphoGame Polish (PL) – intensive computer game-based training in recognition of grapheme-phoneme associations.
The results show that even though children with initial poor letter knowledge finally achieved the level of the reference group in terms of letter naming, there was still a significant gap between them in reading speed of words and pseudowords.
The experiment investigating the training effectiveness did not show significant differences between the GraphoGame playing group and the group playing a maths game in respect to changes in letter knowledge. The reading skills of both groups of players increased between the assessments with a similar pace.
Graphogame-Fluent – a set of online computer games (see https://graphogame.com/) was designed to improve word recognition automaticity in slow readers in primary school (3rd – 6th grade).
We report an experimental study on the use of Graphogame-Fluent, involving slow readers in Cork. Following the initial assessment of reading skills, slow readers were invited to play the games individually at home or at school for half an hour a day for period of approximately 7 weeks. We addressed the following questions:
1) Effectiveness: Does playing Graphogame-Fluent make significant impact on word recognition automaticity?
2) Players’ opinions:
- What was the uptake of the games?
- What was the typical duration and intensity of play?
- What were the factors that predicted ‘stickability’ – children’s willingness to persist at practice?
- What did children think of the games?
Results: even though most of players declared that they liked playing Graphogame, we observed high attrition rates and achieved training intensity was much below target. Graphogame-Fluent was not found to be effective method for helping poor readers improve their reading speed, when it was being used as a stand-alone play-at-home-on-your-own tool.