Investigating the Effects of a Game-Based Approach in Teaching Word Recognition and Spelling to Students with Reading Disabilities and Attention Deficits

Autor/inn/en	Cassar, Anna Garito; Jang, Eunice Eunhee
Titel	Investigating the Effects of a Game-Based Approach in Teaching Word Recognition and Spelling to Students with Reading Disabilities and Attention Deficits
Quelle	In: Australian Journal of Learning Difficulties, 15 (2010) 2, S.193-211 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4158
Schlagwörter	Reading Difficulties; Spelling; Phonological Awareness; Attention Deficit Disorders; Word Recognition; Grade 6; Literacy; Measures (Individuals); Tests; Educational Games; Teaching Methods; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Schreibweise; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Worterkennung; School year 06; 6. Schuljahr; Schuljahr 06; Alphabetisierung; Schreib- und Lesefähigkeit; Messdaten; Examination; Prüfung; Examen; Educational game; Lernspiel; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg
Abstract	The purpose of this small-scale exploratory study was to examine the effects of using a game-based instructional approach to teach word recognition and spelling to Grade 6 students with reading disabilities (RD) and attention deficit disorders. Treatment and comparison groups were formed. The students were placed in either a traditional spelling group or an alternate game group. Different measures of phonological awareness, phonological memory and rapid naming as well as the word recognition and spelling subtests were administered to six students with RD and attention deficits. The study results indicate that students in the game-based approach outperformed students in the traditional, text-based spelling programs. In addition, the remediation of specific deficit subskills was possible through a game-based approach. Rapid naming, word recognition and spelling subtest results all improved through this method, with rapid naming improving the most. The study provides evidence for marked improvement in engaging behavior as well as literacy skills through alternate instructional methodologies. (Contains 9 tables, 1 figure and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10