Responsiveness to a Game-Based Intervention to Enhance Reading Efficiency in First Graders

Autor/inn/en	van Uittert, Anne; Verhoeven, Ludo; Segers, Eliane
Titel	Responsiveness to a Game-Based Intervention to Enhance Reading Efficiency in First Graders
Quelle	In: Journal of Computer Assisted Learning, 38 (2022) 1, S.178-191 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Segers, Eliane)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12599
Schlagwörter	Game Based Learning; Reading Instruction; Reading Fluency; Educational Games; Phonics; Prereading Experience; Efficiency; Scores; Elementary School Students; Grade 1; Instructional Effectiveness; Phonological Awareness; Alphabets; Naming; Short Term Memory; Intervention; Accuracy; Reading Ability; Affordances + Suchen Sie Ihr Suchwort? Leseunterricht; Educational game; Lernspiel; Effectiveness; Effektivität; Wirkungsgrad; School year 01; 1. Schuljahr; Schuljahr 01; Unterrichtserfolg; Buchstabenschrift; Kurzzeitgedächtnis; Reading competence; Lesekompetenz
Abstract	In the present study, a 5-week tablet-based word reading efficiency game intervention (Reading Turbo) was integrated in a comprehensive phonics-based reading curriculum. The aims of the study were to examine whether the game would advance children's word reading efficiency, and to determine the extent to which pre-reading capacities and in-game mechanisms could explain individual variation in responsiveness to the game. To do so, word reading efficiency scores of first graders in an intervention group (n = 132) and a control group that continued with the usual reading curriculum (n = 118) were compared prior to, directly after, and 2 months after the 5-week intervention period. Individual variation in responsiveness was examined by relating reading precursors (i.e., phonological awareness, letter efficiency, rapid automatized naming (RAN), and verbal working memory) measured at the onset of the intervention, and in-game accuracy and efficiency to word reading efficiency outcomes in untrained words. Results indicated that playing the word reading game significantly enhanced first graders' word reading efficiency directly after the intervention, but the effect was no longer significant 2 months after the intervention. With respect to individual variation in game responsiveness, it was found that phonological awareness, letter efficiency, and verbal working memory predicted responsiveness to the game via in-game accuracy. In addition, phonological awareness and RAN predicted responsiveness to the game via in-game efficiency, and letter efficiency and verbal working memory were directly related to responsiveness. The effectiveness of the word reading game thus differentiated between children with higher and lower pre-reading capacities, and operated via in-game child affordances. (As Provided).
Anmerkungen	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://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01