Effectiveness of a Comprehensive Game-Based Intervention for Writing Skills
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| Title: | Effectiveness of a Comprehensive Game-Based Intervention for Writing Skills |
|---|---|
| Language: | English |
| Authors: | María Carmona (ORCID |
| Source: | Reading and Writing: An Interdisciplinary Journal. 2026 39(1):121-139. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Game Based Learning, Writing Skills, Writing Improvement, Spanish, Elementary School Students, Foreign Countries, Reading Difficulties, Writing Difficulties, Writing Instruction, Intervention, Feedback (Response), Direct Instruction, Instructional Effectiveness, Suprasegmentals, Psychoeducational Methods, Phonological Awareness |
| Geographic Terms: | Spain |
| DOI: | 10.1007/s11145-025-10636-w |
| ISSN: | 0922-4777 1573-0905 |
| Abstract: | This study explores the effectiveness of a comprehensive intervention program for improving writing skills in Spanish. Participants were 167 Spanish children (3rd to 6th Grades) with reading and writing difficulties and typical development. Children exhibited problems in writing, reading, and related skills, like phonological and prosodic skills. The intervention targeted the reinforcement of orthographic patterns, decoding activities based on meta-analytical strategies; meta-phonological, morphological, and prosodic activities; visual vocabulary; sentence building, and reading, considering the reciprocity between both skills in literacy development. It was a paper-and-pencil program, considering the main approaches of writing intervention (cognitive and multisensorial), the relevance of frequent and direct feedback, the use of explicit instructions, the recommended levels of intervention (sub-lexical, lexical, and sentence levels), and the use of motivating activities through a game-based design. Sixteen individualized sessions of direct, systematic, and explicit training were conducted with the support of a trainer who provided immediate and continuous feedback. A quasi-experimental non-equivalent waiting control group pre-post intervention design, with three groups (intervention group; waiting-control group; and typical development group), was applied. Results showed that the intervention had a positive impact on writing-related skills. Specifically, children who received the intervention performed close to peers without difficulties in several tasks after the intervention program, especially those involving phonological and prosodic processing. These findings support that phonological and prosodic training is related to writing performance and its development. Furthermore, this study presents psychoeducational implications because it supports that explicit and supplemental meta-phonological strategies could play an important role in teaching writing to children with reading and writing difficulties. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505332 |
| Database: | ERIC |
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| Abstract: | This study explores the effectiveness of a comprehensive intervention program for improving writing skills in Spanish. Participants were 167 Spanish children (3rd to 6th Grades) with reading and writing difficulties and typical development. Children exhibited problems in writing, reading, and related skills, like phonological and prosodic skills. The intervention targeted the reinforcement of orthographic patterns, decoding activities based on meta-analytical strategies; meta-phonological, morphological, and prosodic activities; visual vocabulary; sentence building, and reading, considering the reciprocity between both skills in literacy development. It was a paper-and-pencil program, considering the main approaches of writing intervention (cognitive and multisensorial), the relevance of frequent and direct feedback, the use of explicit instructions, the recommended levels of intervention (sub-lexical, lexical, and sentence levels), and the use of motivating activities through a game-based design. Sixteen individualized sessions of direct, systematic, and explicit training were conducted with the support of a trainer who provided immediate and continuous feedback. A quasi-experimental non-equivalent waiting control group pre-post intervention design, with three groups (intervention group; waiting-control group; and typical development group), was applied. Results showed that the intervention had a positive impact on writing-related skills. Specifically, children who received the intervention performed close to peers without difficulties in several tasks after the intervention program, especially those involving phonological and prosodic processing. These findings support that phonological and prosodic training is related to writing performance and its development. Furthermore, this study presents psychoeducational implications because it supports that explicit and supplemental meta-phonological strategies could play an important role in teaching writing to children with reading and writing difficulties. |
|---|---|
| ISSN: | 0922-4777 1573-0905 |
| DOI: | 10.1007/s11145-025-10636-w |
