ERIC Number: EJ1449559
Record Type: Journal
Publication Date: 2024-Oct
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0266-4909
EISSN: EISSN-1365-2729
Improving Word Reading Skills of Low-Skilled Readers: An Intervention Combining a Syllable-Based Approach with Digital Game-Based Features
Janina Heb; Panagiotis Karageorgos; Bettina Müller; Anna Riedmann; Philipp Schaper; Birgit Lugrin; Tobias Richter
Journal of Computer Assisted Learning, v40 n5 p2306-2324 2024
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.
Descriptors: Reading Skills, Reading Difficulties, Educational Technology, Intervention, Word Recognition, Phonological Awareness, Decoding (Reading), Reading Comprehension, Grade 2, Elementary School Students, Foreign Countries, Program Effectiveness, Educational Games
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 2; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany
Grant or Contract Numbers: N/A
Data File: URL: https://osf.io/rnvq7/?view_only=4dc9aca8fc76488d82c404107e4e1c83