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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]
Copyright of Journal of Computer Assisted Learning is the property of Wiley-Blackwell 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
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  Data: Improving word reading skills of low‐skilled readers: An intervention combining a syllable‐based approach with digital game‐based features.
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  Data: <searchLink fieldCode="AR" term="%22Heß%2C+Janina%22">Heß, Janina</searchLink><br /><searchLink fieldCode="AR" term="%22Karageorgos%2C+Panagiotis%22">Karageorgos, Panagiotis</searchLink><br /><searchLink fieldCode="AR" term="%22Müller%2C+Bettina%22">Müller, Bettina</searchLink><br /><searchLink fieldCode="AR" term="%22Riedmann%2C+Anna%22">Riedmann, Anna</searchLink><br /><searchLink fieldCode="AR" term="%22Schaper%2C+Philipp%22">Schaper, Philipp</searchLink><br /><searchLink fieldCode="AR" term="%22Lugrin%2C+Birgit%22">Lugrin, Birgit</searchLink><br /><searchLink fieldCode="AR" term="%22Richter%2C+Tobias%22">Richter, Tobias</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Computer+Assisted+Learning%22">Journal of Computer Assisted Learning</searchLink>. Oct2024, Vol. 40 Issue 5, p2306-2324. 19p.
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  Data: <searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Germans%22">Germans</searchLink><br /><searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Phonological+awareness%22">Phonological awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+sampling%22">Statistical sampling</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligibility+of+speech%22">Intelligibility of speech</searchLink><br /><searchLink fieldCode="DE" term="%22Randomized+controlled+trials%22">Randomized controlled trials</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Chi-squared+test%22">Chi-squared test</searchLink><br /><searchLink fieldCode="DE" term="%22Games%22">Games</searchLink><br /><searchLink fieldCode="DE" term="%22Control+groups%22">Control groups</searchLink><br /><searchLink fieldCode="DE" term="%22Pre-tests+%26+post-tests%22">Pre-tests & post-tests</searchLink><br /><searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br /><searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Phonetics%22">Phonetics</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+studies%22">Comparative studies</searchLink>
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  Label: Abstract
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  Data: 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]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Journal of Computer Assisted Learning is the property of Wiley-Blackwell 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.)
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RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/jcal.13021
    Languages:
      – Code: eng
        Text: English
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        PageCount: 19
        StartPage: 2306
    Subjects:
      – SubjectFull: Reading
        Type: general
      – SubjectFull: Germans
        Type: general
      – SubjectFull: School environment
        Type: general
      – SubjectFull: Research funding
        Type: general
      – SubjectFull: Phonological awareness
        Type: general
      – SubjectFull: Statistical sampling
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Intelligibility of speech
        Type: general
      – SubjectFull: Randomized controlled trials
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      – SubjectFull: Educational technology
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      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Chi-squared test
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      – SubjectFull: Games
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      – SubjectFull: Control groups
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      – SubjectFull: Pre-tests & post-tests
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      – SubjectFull: School children
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      – SubjectFull: Research methodology
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      – TitleFull: Improving word reading skills of low‐skilled readers: An intervention combining a syllable‐based approach with digital game‐based features.
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              M: 10
              Text: Oct2024
              Type: published
              Y: 2024
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