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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.
Authors: Heß, Janina, Karageorgos, Panagiotis, Müller, Bettina, Riedmann, Anna, Schaper, Philipp, Lugrin, Birgit, Richter, Tobias
Source: Journal of Computer Assisted Learning. Oct2024, Vol. 40 Issue 5, p2306-2324. 19p.
Subjects: Reading, Germans, School environment, Research funding, Phonological awareness, Statistical sampling, Teaching methods, Intelligibility of speech, Randomized controlled trials, Educational technology, Descriptive statistics, Chi-squared test, Games, Control groups, Pre-tests & post-tests, School children, Research methodology, Phonetics, Comparative studies
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. [ABSTRACT FROM AUTHOR]
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Database: Psychology and Behavioral Sciences Collection
Description
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. [ABSTRACT FROM AUTHOR]
ISSN:02664909
DOI:10.1111/jcal.13021