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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 0000-0001-6252-0157), de Leeuw, L., van Weerdenburg, M., Steenbeek-Planting, E. G.
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
FullText Text:
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  Data: Early Reading Intervention by Means of a Multicomponent Reading Game
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  Data: <searchLink fieldCode="AR" term="%22van+de+Ven%2C+M%2E%22">van de Ven, M.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-6252-0157">0000-0001-6252-0157</externalLink>)<br /><searchLink fieldCode="AR" term="%22de+Leeuw%2C+L%2E%22">de Leeuw, L.</searchLink><br /><searchLink fieldCode="AR" term="%22van+Weerdenburg%2C+M%2E%22">van Weerdenburg, M.</searchLink><br /><searchLink fieldCode="AR" term="%22Steenbeek-Planting%2C+E%2E+G%2E%22">Steenbeek-Planting, E. G.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Computer+Assisted+Learning%22"><i>Journal of Computer Assisted Learning</i></searchLink>. Aug 2017 33(4):320-333.
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  Data: 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
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  Data: Y
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  Data: 14
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Intervention%22">Early Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Reading%22">Early Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Games%22">Educational Games</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Motivation%22">Reading Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Programs%22">Reading Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Needs+Students%22">Special Needs Students</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Fluency%22">Reading Fluency</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Emergent+Literacy%22">Emergent Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Phonology%22">Phonology</searchLink><br /><searchLink fieldCode="DE" term="%22Semantics%22">Semantics</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Readiness+Tests%22">Reading Readiness Tests</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Netherlands%22">Netherlands</searchLink>
– Name: DOI
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  Data: 10.1111/jcal.12181
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  Data: 0266-4909
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: 2017
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  Label: Accession Number
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  Data: EJ1146777
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1146777
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        PageCount: 14
        StartPage: 320
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Early Intervention
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      – SubjectFull: Early Reading
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      – SubjectFull: Reading Motivation
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      – SubjectFull: Reading Programs
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      – SubjectFull: Reading Fluency
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Emergent Literacy
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      – SubjectFull: Semantics
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      – SubjectFull: Reading Readiness Tests
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      – SubjectFull: Netherlands
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      – TitleFull: Early Reading Intervention by Means of a Multicomponent Reading Game
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