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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
Language: English
Authors: Janina Heb (ORCID 0000-0003-2153-2893), Panagiotis Karageorgos (ORCID 0000-0001-8176-7550), Bettina Müller (ORCID 0000-0001-5653-4341), Anna Riedmann (ORCID 0000-0002-1969-8563), Philipp Schaper (ORCID 0000-0001-5960-7921), Birgit Lugrin (ORCID 0000-0002-2362-0080), Tobias Richter (ORCID 0000-0002-0467-9044)
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
FullText Text:
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PubType: Academic Journal
PubTypeId: academicJournal
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  Data: Improving Word Reading Skills of Low-Skilled Readers: An Intervention Combining a Syllable-Based Approach with Digital Game-Based Features
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  Data: <searchLink fieldCode="AR" term="%22Janina+Heb%22">Janina Heb</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2153-2893">0000-0003-2153-2893</externalLink>)<br /><searchLink fieldCode="AR" term="%22Panagiotis+Karageorgos%22">Panagiotis Karageorgos</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8176-7550">0000-0001-8176-7550</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bettina+Müller%22">Bettina Müller</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5653-4341">0000-0001-5653-4341</externalLink>)<br /><searchLink fieldCode="AR" term="%22Anna+Riedmann%22">Anna Riedmann</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1969-8563">0000-0002-1969-8563</externalLink>)<br /><searchLink fieldCode="AR" term="%22Philipp+Schaper%22">Philipp Schaper</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5960-7921">0000-0001-5960-7921</externalLink>)<br /><searchLink fieldCode="AR" term="%22Birgit+Lugrin%22">Birgit Lugrin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2362-0080">0000-0002-2362-0080</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tobias+Richter%22">Tobias Richter</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0467-9044">0000-0002-0467-9044</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Computer+Assisted+Learning%22"><i>Journal of Computer Assisted Learning</i></searchLink>. 2024 40(5):2306-2324.
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  Data: 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
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  Data: Y
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  Label: Page Count
  Group: Src
  Data: 19
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  Label: Publication Date
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  Data: 2024
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Difficulties%22">Reading Difficulties</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Word+Recognition%22">Word Recognition</searchLink><br /><searchLink fieldCode="DE" term="%22Phonological+Awareness%22">Phonological Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Decoding+%28Reading%29%22">Decoding (Reading)</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Games%22">Educational Games</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Germany%22">Germany</searchLink>
– Name: DOI
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  Data: 10.1111/jcal.13021
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0266-4909<br />1365-2729
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
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  Data: As Provided
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  Data: https://osf.io/rnvq7/?view_only=4dc9aca8fc76488d82c404107e4e1c83
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  Data: 2024
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  Data: EJ1449559
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        Value: 10.1111/jcal.13021
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 2306
    Subjects:
      – SubjectFull: Reading Skills
        Type: general
      – SubjectFull: Reading Difficulties
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      – SubjectFull: Educational Technology
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      – SubjectFull: Intervention
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      – SubjectFull: Phonological Awareness
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      – SubjectFull: Decoding (Reading)
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      – SubjectFull: Reading Comprehension
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      – SubjectFull: Grade 2
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      – SubjectFull: Germany
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      – TitleFull: Improving Word Reading Skills of Low-Skilled Readers: An Intervention Combining a Syllable-Based Approach with Digital Game-Based Features
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