Enhancing Phonological Awareness Skills in Students with Intellectual Disability through Digital Gaming Intervention
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| Title: | Enhancing Phonological Awareness Skills in Students with Intellectual Disability through Digital Gaming Intervention |
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| Language: | English |
| Authors: | Özlem Altindag Kumas (ORCID |
| Source: | Journal of Computer Assisted Learning. 2025 41(3). |
| 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: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Phonological Awareness, Students with Disabilities, Game Based Learning, Video Games, Instructional Effectiveness, Elementary School Students, Young Children, Mild Intellectual Disability, Moderate Intellectual Disability, Skill Development, Program Effectiveness, Foreign Countries |
| Geographic Terms: | Turkey |
| DOI: | 10.1111/jcal.70038 |
| ISSN: | 0266-4909 1365-2729 |
| Abstract: | Background: Phonological awareness is the ability to identify and manipulate the sounds of language. This is a crucial skill for reading and spelling development. However, students with intellectual disabilities (ID) often have difficulties in acquiring phonological awareness skills. Objectives: This study aimed to assess the impact of a digital game-based Phonological Awareness Intervention (PAI) programme on phonological awareness skills of students with intellectual disabilities. Methods: This study used a single-subject design with a multiple baseline model and probe conditions across participants. The participants consisted of three students aged between 7 and 8 years who had been diagnosed with mild-to-moderate ID. The PAI programme was implemented using a digital game-based approach involving interactive activities and feedback. The implementation process was conducted in four phases: baseline, intervention, probe and maintenance phases. Students' phonological awareness skills were measured using standardised tests and observational checklists. Results and Conclusions: The PAI programme significantly improved phonological awareness skills of all three participants. These results highlight the effectiveness of the PAI programme in enhancing phonological awareness skills of students with intellectual disabilities. The digital game-based approach engaged and motivated students and facilitated their learning. The study also demonstrated the social validity of the PAI programme, as both students and their mothers expressed satisfaction and appreciation. This study suggests that digital games can be a useful tool for PAIs in students with intellectual disabilities. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1474538 |
| Database: | ERIC |
| Abstract: | Background: Phonological awareness is the ability to identify and manipulate the sounds of language. This is a crucial skill for reading and spelling development. However, students with intellectual disabilities (ID) often have difficulties in acquiring phonological awareness skills. Objectives: This study aimed to assess the impact of a digital game-based Phonological Awareness Intervention (PAI) programme on phonological awareness skills of students with intellectual disabilities. Methods: This study used a single-subject design with a multiple baseline model and probe conditions across participants. The participants consisted of three students aged between 7 and 8 years who had been diagnosed with mild-to-moderate ID. The PAI programme was implemented using a digital game-based approach involving interactive activities and feedback. The implementation process was conducted in four phases: baseline, intervention, probe and maintenance phases. Students' phonological awareness skills were measured using standardised tests and observational checklists. Results and Conclusions: The PAI programme significantly improved phonological awareness skills of all three participants. These results highlight the effectiveness of the PAI programme in enhancing phonological awareness skills of students with intellectual disabilities. The digital game-based approach engaged and motivated students and facilitated their learning. The study also demonstrated the social validity of the PAI programme, as both students and their mothers expressed satisfaction and appreciation. This study suggests that digital games can be a useful tool for PAIs in students with intellectual disabilities. |
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| ISSN: | 0266-4909 1365-2729 |
| DOI: | 10.1111/jcal.70038 |
