Early Reading Intervention by Means of a Multicomponent Reading Game
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| Title: | Early Reading Intervention by Means of a Multicomponent Reading Game |
|---|---|
| Language: | English |
| Authors: | van de Ven, M. (ORCID |
| Source: | Journal of Computer Assisted Learning. Aug 2017 33(4):320-333. |
| Availability: | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Foreign Countries, Early Intervention, Early Reading, Reading Instruction, Educational Games, Reading Motivation, Reading Skills, Special Education, Reading Programs, Special Needs Students, Reading Fluency, Elementary School Students, Emergent Literacy, Phonology, Semantics, Reading Readiness Tests |
| Geographic Terms: | Netherlands |
| DOI: | 10.1111/jcal.12181 |
| ISSN: | 0266-4909 |
| Abstract: | This study examined the effects of an intervention with a multicomponent reading game on the development of reading skills in 60 Dutch primary school children with special educational needs. The game contains evidence-based reading exercises and is based on principles of applied gaming. Using a multiple baseline approach, we tested children's word, pseudoword and text reading fluency, as well as their reading motivation, at three test occasions. The results indicated that the short intervention (9 × 15 min) enhanced children's pseudoword reading fluency as well as their text reading fluency. Interestingly, the early intervention group showed a sustained intervention effect (i.e., also during retention), which shows that using this reading game has a long-term effect on early text reading development. Intervention did not affect reading motivation, which suggests that the multicomponent reading game can be used to facilitate early reading development without compromising reading motivation. |
| Abstractor: | As Provided |
| Entry Date: | 2017 |
| Accession Number: | EJ1146777 |
| Database: | ERIC |
| Abstract: | This study examined the effects of an intervention with a multicomponent reading game on the development of reading skills in 60 Dutch primary school children with special educational needs. The game contains evidence-based reading exercises and is based on principles of applied gaming. Using a multiple baseline approach, we tested children's word, pseudoword and text reading fluency, as well as their reading motivation, at three test occasions. The results indicated that the short intervention (9 × 15 min) enhanced children's pseudoword reading fluency as well as their text reading fluency. Interestingly, the early intervention group showed a sustained intervention effect (i.e., also during retention), which shows that using this reading game has a long-term effect on early text reading development. Intervention did not affect reading motivation, which suggests that the multicomponent reading game can be used to facilitate early reading development without compromising reading motivation. |
|---|---|
| ISSN: | 0266-4909 |
| DOI: | 10.1111/jcal.12181 |
