Thinking outside the phonological box: Combining repeated reading and action video games to develop reading fluency in year 7 children with dyslexia.
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| Title: | Thinking outside the phonological box: Combining repeated reading and action video games to develop reading fluency in year 7 children with dyslexia. |
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| Authors: | Murray, Jacqueline, Birch, Susan |
| Source: | Educational & Child Psychology. Mar2023, Vol. 40 Issue 1, p78-95. 18p. |
| Subjects: | Educational games, Reading comprehension, Fluency (Language learning), Children with dyslexia, Secondary education |
| Geographic Terms: | England |
| Abstract: | Aims: Children's reading attainments in England continue to cause concern despite a national agenda focusing on the development of phonological skills. There is also a lack of guidance regarding how to support children who continue to struggle despite early support, including children with dyslexia and those in secondary education. Italian research groups found that playing action video games (AVGs) improved word and pseudo-word reading speed for children with dyslexia through increasing visual attention. The current study aims to build on this research, exploring whether AVGs boost the effects of a reading fluency intervention, Repeated Reading (RR). The effectiveness of RR alone is also analysed. Effects of the intervention on a range of measures are considered. Method: A single case experimental design (SCED) with alternating interventions, RR-alone and RR-plus-AVGs, was employed with eight Year 7 children with dyslexia in a UK special school. Findings: All children demonstrated reading gains from the combined intervention, RR and AVGs. RR-alone was effective for two children and AVGs boosted the effects of RR for five children. Six children increased their reading comprehension. Children enjoyed playing AVGs. RR was viewed positively by teachers and viewed by children as improving their reading. Limitations: Confidence in results was reduced by variability and some effect sizes not reaching significance. The special school setting for children with dyslexia may affect generalisability to mainstream schools or to struggling readers without dyslexia. Conclusions: Implications for educational psychologists' practice are discussed, particularly how to proceed with what appears to be a promising intervention. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 162862031 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Thinking outside the phonological box: Combining repeated reading and action video games to develop reading fluency in year 7 children with dyslexia. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Murray%2C+Jacqueline%22">Murray, Jacqueline</searchLink><br /><searchLink fieldCode="AR" term="%22Birch%2C+Susan%22">Birch, Susan</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+%26+Child+Psychology%22">Educational & Child Psychology</searchLink>. Mar2023, Vol. 40 Issue 1, p78-95. 18p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Educational+games%22">Educational games</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Fluency+%28Language+learning%29%22">Fluency (Language learning)</searchLink><br /><searchLink fieldCode="DE" term="%22Children+with+dyslexia%22">Children with dyslexia</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22England%22">England</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Aims: Children's reading attainments in England continue to cause concern despite a national agenda focusing on the development of phonological skills. There is also a lack of guidance regarding how to support children who continue to struggle despite early support, including children with dyslexia and those in secondary education. Italian research groups found that playing action video games (AVGs) improved word and pseudo-word reading speed for children with dyslexia through increasing visual attention. The current study aims to build on this research, exploring whether AVGs boost the effects of a reading fluency intervention, Repeated Reading (RR). The effectiveness of RR alone is also analysed. Effects of the intervention on a range of measures are considered. Method: A single case experimental design (SCED) with alternating interventions, RR-alone and RR-plus-AVGs, was employed with eight Year 7 children with dyslexia in a UK special school. Findings: All children demonstrated reading gains from the combined intervention, RR and AVGs. RR-alone was effective for two children and AVGs boosted the effects of RR for five children. Six children increased their reading comprehension. Children enjoyed playing AVGs. RR was viewed positively by teachers and viewed by children as improving their reading. Limitations: Confidence in results was reduced by variability and some effect sizes not reaching significance. The special school setting for children with dyslexia may affect generalisability to mainstream schools or to struggling readers without dyslexia. Conclusions: Implications for educational psychologists' practice are discussed, particularly how to proceed with what appears to be a promising intervention. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=162862031 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.53841/bpsecp.2023.40.1.78 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 78 Subjects: – SubjectFull: Educational games Type: general – SubjectFull: Reading comprehension Type: general – SubjectFull: Fluency (Language learning) Type: general – SubjectFull: Children with dyslexia Type: general – SubjectFull: Secondary education Type: general – SubjectFull: England Type: general Titles: – TitleFull: Thinking outside the phonological box: Combining repeated reading and action video games to develop reading fluency in year 7 children with dyslexia. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Murray, Jacqueline – PersonEntity: Name: NameFull: Birch, Susan IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 02671611 Numbering: – Type: volume Value: 40 – Type: issue Value: 1 Titles: – TitleFull: Educational & Child Psychology Type: main |
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