Improving Word Reading Skills of Low-Skilled Readers: An Intervention Combining a Syllable-Based Approach with Digital Game-Based Features
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| Title: | Improving Word Reading Skills of Low-Skilled Readers: An Intervention Combining a Syllable-Based Approach with Digital Game-Based Features |
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| Language: | English |
| Authors: | Janina Heb (ORCID |
| Source: | Journal of Computer Assisted Learning. 2024 40(5):2306-2324. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Grade 2 Primary Education |
| Descriptors: | Reading Skills, Reading Difficulties, Educational Technology, Intervention, Word Recognition, Phonological Awareness, Decoding (Reading), Reading Comprehension, Grade 2, Elementary School Students, Foreign Countries, Program Effectiveness, Educational Games |
| Geographic Terms: | Germany |
| DOI: | 10.1111/jcal.13021 |
| ISSN: | 0266-4909 1365-2729 |
| Abstract: | Background: Children with low reading skills are less frequently engaged in reading activities and therefore the likelihood of improving their reading skills decreases. Digital game-based interventions have emerged as a promising tool for promoting reading development in children, particularly those with reading difficulties. As syllable-based reading interventions are likely to increase word reading skills in low-skilled readers, we developed a new reading intervention application that emphasizes syllable segmentation and integrates proven elements of digital game-based learning. The intervention aimed to promote phonological recoding and consolidating orthographic representation of syllables. Objectives: The present study investigated the effects of the newly developed syllable-based reading intervention application on general word recognition skills, phonological recoding processes, orthographic decoding processes and text-level reading comprehension skills in German second graders. Methods: In a quasi-experimental design, children with low word recognition skills were randomly assigned to a treatment group (n = 66) or a wait-list group (n = 66). General word recognition skills, phonological recoding processes, orthographic decoding processes and text-level reading comprehension were measured with standardized German reading tests before and after the treatment group received the digital reading intervention for 20 sessions. Results: Results indicated that the children in the treatment group showed significant improvement in general word recognition and in phonological recoding processes compared to equally low-skilled untreated children in the wait-list group. Orthographic decoding processes improved only in children with less severe impairments, whereas no significant improvements were found in text-level reading comprehension. Take Aways: The digital reading intervention is a promising approach for supporting word reading in low-skilled reading second graders and can serve as an effective intervention tool for this target group. |
| Abstractor: | As Provided |
| Notes: | https://osf.io/rnvq7/?view_only=4dc9aca8fc76488d82c404107e4e1c83 |
| Entry Date: | 2024 |
| Accession Number: | EJ1449559 |
| Database: | ERIC |
| Abstract: | Background: Children with low reading skills are less frequently engaged in reading activities and therefore the likelihood of improving their reading skills decreases. Digital game-based interventions have emerged as a promising tool for promoting reading development in children, particularly those with reading difficulties. As syllable-based reading interventions are likely to increase word reading skills in low-skilled readers, we developed a new reading intervention application that emphasizes syllable segmentation and integrates proven elements of digital game-based learning. The intervention aimed to promote phonological recoding and consolidating orthographic representation of syllables. Objectives: The present study investigated the effects of the newly developed syllable-based reading intervention application on general word recognition skills, phonological recoding processes, orthographic decoding processes and text-level reading comprehension skills in German second graders. Methods: In a quasi-experimental design, children with low word recognition skills were randomly assigned to a treatment group (n = 66) or a wait-list group (n = 66). General word recognition skills, phonological recoding processes, orthographic decoding processes and text-level reading comprehension were measured with standardized German reading tests before and after the treatment group received the digital reading intervention for 20 sessions. Results: Results indicated that the children in the treatment group showed significant improvement in general word recognition and in phonological recoding processes compared to equally low-skilled untreated children in the wait-list group. Orthographic decoding processes improved only in children with less severe impairments, whereas no significant improvements were found in text-level reading comprehension. Take Aways: The digital reading intervention is a promising approach for supporting word reading in low-skilled reading second graders and can serve as an effective intervention tool for this target group. |
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| ISSN: | 0266-4909 1365-2729 |
| DOI: | 10.1111/jcal.13021 |
