Early reading intervention by means of a multicomponent reading game.
This study examined the effects of an intervention with a multicomponent reading game on the development of reading skills in 60 Dutch primary school children with special educational needs. The game contains evidence-based reading exercises and is based on principles of applied gaming. Using a mult...
| Publicado en: | Journal of Computer Assisted Learning Vol. 33; no. 4; pp. 320 - 334 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2017
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=123928221&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 123928221 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2017 vid: 33 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 123928221 123928221 123928221 10.1111/jcal.12181 123928221 ppf: 320 ppct: 14 formats: tig: atl: Early reading intervention by means of a multicomponent reading game. aug: au: Ven, M. Leeuw, L. Weerdenburg, M. Steenbeek‐Planting, E.G. affil: Behavioural Science Institute, Radboud University, The Netherlands sug: subj: Games Reading Education Education, Special Netherlands Early Intervention Netherlands Human Questionnaires Male Female Analysis of Covariance Data Analysis Software Child Child: 6-12 years Male Female ab: This study examined the effects of an intervention with a multicomponent reading game on the development of reading skills in 60 Dutch primary school children with special educational needs. The game contains evidence-based reading exercises and is based on principles of applied gaming. Using a multiple baseline approach, we tested children's word, pseudoword and text reading fluency, as well as their reading motivation, at three test occasions. The results indicated that the short intervention (9 × 15 min) enhanced children's pseudoword reading fluency as well as their text reading fluency. Interestingly, the early intervention group showed a sustained intervention effect (i.e., also during retention), which shows that using this reading game has a long-term effect on early text reading development. Intervention did not affect reading motivation, which suggests that the multicomponent reading game can be used to facilitate early reading development without compromising reading motivation. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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