Improving word reading skills of low‐skilled readers: An intervention combining a syllable‐based approach with digital game‐based features.
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...
| Publicado en: | Journal of Computer Assisted Learning Vol. 40; no. 5; pp. 2306 - 2325 |
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| Autores principales: | , , , , , , |
| Formato: | pictorial research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Wiley-Blackwell
Oct2024
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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=181038792&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 181038792 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2024 vid: 40 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 181038792 177735886 181038792 181038792 10.1111/jcal.13021 181038792 ppf: 2306 ppct: 19 formats: tig: atl: Improving word reading skills of low‐skilled readers: An intervention combining a syllable‐based approach with digital game‐based features. aug: au: Heß, Janina Karageorgos, Panagiotis Müller, Bettina Riedmann, Anna Schaper, Philipp Lugrin, Birgit Richter, Tobias affil: Department of Psychology IV, University of Würzburg, Würzburg, Germany sug: subj: Reading Language Processing Teaching Methods Phonology Germans Students, Elementary Games Speech Intelligibility Human Randomized Controlled Trials Random Assignment Pretest-Posttest Control Group Design Comparative Studies Quasi-Experimental Studies Child Waiting Lists Learning Environment Educational Technology Descriptive Statistics Chi Square Test Funding Source Child: 6-12 years ab: 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. pubtype: Academic Journal doctype: pictorial research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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