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Effectiveness of Visual Attention Span Training on Learning to Read and Spell: A Digital‐game‐based Intervention in Classrooms.

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Title: Effectiveness of Visual Attention Span Training on Learning to Read and Spell: A Digital‐game‐based Intervention in Classrooms.
Authors: Valdois, Sylviane1 sylviane.valdois@univ‐grenoble‐alpes.fr, Zaher, Ahmed1 zaherahmed1538@gmail.com, Meyer, Svetlana1 svetlana.meyer@didask.com, Diard, Julien1 julien.diard@univ‐grenoble‐alpes.fr, Mandin, Sonia1 sonia.mandin@univ‐grenoble‐alpes.fr, Bosse, Marie Line1 marie‐line.bosse@univ‐grenoble‐alpes.fr
Source: Reading Research Quarterly (John Wiley & Sons, Inc.). Jan-Mar2025, Vol. 60 Issue 1, p1-20. 20p.
Subject Terms: *Reading, *Fluency (Language learning), *Spelling ability, *Classrooms, *Longitudinal method
Abstract: Longitudinal studies on mainstream children and training studies in the dyslexic population suggest that visual attention span (VAS) abilities contribute to reading acquisition. We evaluated to what extent VAS training in beginning readers might enhance later literacy skills. A large cohort of 453 children was followed from the beginning to the end of Grade 1. A first group of students was trained on a custom‐designed digital application—called EVASION—that targeted VAS abilities. Another group used the GraphoGame application, while the third was a "business‐as‐usual" group. A total training time of 10 h was recommended; training was performed during the regular school day, under the sole supervision of teachers. Pre–post intervention assessment revealed higher VAS, higher reading fluency improvement, and higher postintervention spelling skills in the EVASION group. Children who spent more time playing with EVASION improved more in both VAS and literacy skills. In the whole population, VAS enhancement predicted reading fluency improvement and posttraining spelling skills, independently of other reading related skills and of the class effect. The overall findings suggest that training VAS in the classroom might prevent difficulties in learning to read and spell. Evidence for longitudinal effects of VAS training on literacy skills support a causal relationship. In improving multiletter parallel processing, training would translate into better orthographic learning, yielding higher reading fluency and spelling skills. [ABSTRACT FROM AUTHOR]
Copyright of Reading Research Quarterly (John Wiley & Sons, Inc.) is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Effectiveness of Visual Attention Span Training on Learning to Read and Spell: A Digital‐game‐based Intervention in Classrooms.
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  Data: <searchLink fieldCode="AR" term="%22Valdois%2C+Sylviane%22">Valdois, Sylviane</searchLink><relatesTo>1</relatesTo><i> sylviane.valdois@univ‐grenoble‐alpes.fr</i><br /><searchLink fieldCode="AR" term="%22Zaher%2C+Ahmed%22">Zaher, Ahmed</searchLink><relatesTo>1</relatesTo><i> zaherahmed1538@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Meyer%2C+Svetlana%22">Meyer, Svetlana</searchLink><relatesTo>1</relatesTo><i> svetlana.meyer@didask.com</i><br /><searchLink fieldCode="AR" term="%22Diard%2C+Julien%22">Diard, Julien</searchLink><relatesTo>1</relatesTo><i> julien.diard@univ‐grenoble‐alpes.fr</i><br /><searchLink fieldCode="AR" term="%22Mandin%2C+Sonia%22">Mandin, Sonia</searchLink><relatesTo>1</relatesTo><i> sonia.mandin@univ‐grenoble‐alpes.fr</i><br /><searchLink fieldCode="AR" term="%22Bosse%2C+Marie+Line%22">Bosse, Marie Line</searchLink><relatesTo>1</relatesTo><i> marie‐line.bosse@univ‐grenoble‐alpes.fr</i>
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  Data: <searchLink fieldCode="JN" term="%22Reading+Research+Quarterly+%28John+Wiley+%26+Sons%2C+Inc%2E%29%22">Reading Research Quarterly (John Wiley & Sons, Inc.)</searchLink>. Jan-Mar2025, Vol. 60 Issue 1, p1-20. 20p.
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  Data: *<searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br />*<searchLink fieldCode="DE" term="%22Fluency+%28Language+learning%29%22">Fluency (Language learning)</searchLink><br />*<searchLink fieldCode="DE" term="%22Spelling+ability%22">Spelling ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Classrooms%22">Classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Longitudinal studies on mainstream children and training studies in the dyslexic population suggest that visual attention span (VAS) abilities contribute to reading acquisition. We evaluated to what extent VAS training in beginning readers might enhance later literacy skills. A large cohort of 453 children was followed from the beginning to the end of Grade 1. A first group of students was trained on a custom‐designed digital application—called EVASION—that targeted VAS abilities. Another group used the GraphoGame application, while the third was a "business‐as‐usual" group. A total training time of 10 h was recommended; training was performed during the regular school day, under the sole supervision of teachers. Pre–post intervention assessment revealed higher VAS, higher reading fluency improvement, and higher postintervention spelling skills in the EVASION group. Children who spent more time playing with EVASION improved more in both VAS and literacy skills. In the whole population, VAS enhancement predicted reading fluency improvement and posttraining spelling skills, independently of other reading related skills and of the class effect. The overall findings suggest that training VAS in the classroom might prevent difficulties in learning to read and spell. Evidence for longitudinal effects of VAS training on literacy skills support a causal relationship. In improving multiletter parallel processing, training would translate into better orthographic learning, yielding higher reading fluency and spelling skills. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Reading Research Quarterly (John Wiley & Sons, Inc.) is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: Spelling ability
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      – TitleFull: Effectiveness of Visual Attention Span Training on Learning to Read and Spell: A Digital‐game‐based Intervention in Classrooms.
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              Text: Jan-Mar2025
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