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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
Language: English
Authors: Özlem Altindag Kumas (ORCID 0000-0002-6104-2381), Senay Delimehmet Dada (ORCID 0000-0002-7412-5880), Halime Miray Sümer Dodur (ORCID 0000-0002-1470-8195)
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
FullText Text:
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  Data: Enhancing Phonological Awareness Skills in Students with Intellectual Disability through Digital Gaming Intervention
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  Data: <searchLink fieldCode="AR" term="%22Özlem+Altindag+Kumas%22">Özlem Altindag Kumas</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6104-2381">0000-0002-6104-2381</externalLink>)<br /><searchLink fieldCode="AR" term="%22Senay+Delimehmet+Dada%22">Senay Delimehmet Dada</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7412-5880">0000-0002-7412-5880</externalLink>)<br /><searchLink fieldCode="AR" term="%22Halime+Miray+Sümer+Dodur%22">Halime Miray Sümer Dodur</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1470-8195">0000-0002-1470-8195</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Computer+Assisted+Learning%22"><i>Journal of Computer Assisted Learning</i></searchLink>. 2025 41(3).
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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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  Data: 16
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  Data: 2025
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  Data: <searchLink fieldCode="DE" term="%22Phonological+Awareness%22">Phonological Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Game+Based+Learning%22">Game Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Video+Games%22">Video Games</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Mild+Intellectual+Disability%22">Mild Intellectual Disability</searchLink><br /><searchLink fieldCode="DE" term="%22Moderate+Intellectual+Disability%22">Moderate Intellectual Disability</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/jcal.70038
– Name: ISSN
  Label: ISSN
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  Data: 0266-4909<br />1365-2729
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: 2025
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  Data: EJ1474538
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        Value: 10.1111/jcal.70038
    Languages:
      – Text: English
    PhysicalDescription:
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        PageCount: 16
    Subjects:
      – SubjectFull: Phonological Awareness
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Game Based Learning
        Type: general
      – SubjectFull: Video Games
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Young Children
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      – SubjectFull: Mild Intellectual Disability
        Type: general
      – SubjectFull: Moderate Intellectual Disability
        Type: general
      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Turkey
        Type: general
    Titles:
      – TitleFull: Enhancing Phonological Awareness Skills in Students with Intellectual Disability through Digital Gaming Intervention
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            NameFull: Özlem Altindag Kumas
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            NameFull: Senay Delimehmet Dada
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            NameFull: Halime Miray Sümer Dodur
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            – TitleFull: Journal of Computer Assisted Learning
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