Improving word reading skills of low-skilled readers: An intervention combining a syllable-based approach with digital game-based features

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2024-06-10 DOI:10.1111/jcal.13021

Janina Heß, Panagiotis Karageorgos, Bettina Müller, Anna Riedmann, Philipp Schaper, Birgit Lugrin, Tobias Richter

{"title":"Improving word reading skills of low-skilled readers: An intervention combining a syllable-based approach with digital game-based features","authors":"Janina Heß, Panagiotis Karageorgos, Bettina Müller, Anna Riedmann, Philipp Schaper, Birgit Lugrin, Tobias Richter","doi":"10.1111/jcal.13021","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Objectives</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>In a quasi-experimental design, children with low word recognition skills were randomly assigned to a treatment group (<i>n</i> = 66) or a wait-list group (<i>n</i> = 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.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Take Aways</h3>\n \n <p>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.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 5","pages":"2306-2324"},"PeriodicalIF":5.1000,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13021","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Computer Assisted Learning","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jcal.13021","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

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 Image

查看原文本刊更多论文

提高低技能读者的单词阅读能力：基于音节的方法与数字游戏功能相结合的干预措施

阅读能力差的儿童参与阅读活动的频率较低，因此提高阅读能力的可能性也随之降低。以数字游戏为基础的干预措施已成为促进儿童阅读发展，尤其是阅读困难儿童阅读发展的一种有前途的工具。基于音节的阅读干预很可能会提高低技能阅读者的单词阅读能力，因此我们开发了一种新的阅读干预应用程序，它强调音节分割，并整合了基于数字游戏学习的成熟元素。本研究调查了新开发的基于音节的阅读干预应用程序对德国二年级学生的一般单词识别能力、语音重新编码过程、正字法解码过程和文本阅读理解能力的影响。在准实验设计中，单词识别能力低的儿童被随机分配到治疗组（66 人）或等待组（66 人）。在治疗组接受 20 次数字阅读干预之前和之后，用标准化德语阅读测试测量了一般单词识别能力、语音重编码过程、正字法解码过程和文本阅读理解能力。结果表明，治疗组儿童的一般单词识别能力和语音重编码过程与等待组中同样低技能但未接受治疗的儿童相比有显著提高。数字阅读干预是一种很有前景的方法，可为低技能阅读二年级学生的单词阅读提供支持，并可作为针对这一目标群体的有效干预工具。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope