Early reading intervention by means of a multicomponent reading game

Ven, Marco van de; Leeuw, L.C. de; Weerdenburg, M.W.C. van; Steenbeek-Planting, E.G.

doi:10.1111/jcal.12181

Cited by 33 publications

(30 citation statements)

References 84 publications

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“…The results support our first hypothesis by showing that a 6-week intervention with GL carried out by teachers and parents (here with a mean exposure time of 5 h) seems to improve the children's word reading skill. The results are in line with the earlier studies that have found evidence of positive effects of short game-based interventions on the reading skills of children (Heikkilä et al 2013;Hintikka et al 2008;Lovio et al 2012;Van de Ven et al 2017;Van Gorp et al 2016). The current study extends these previous studies by showing that serious games that train reading skills can be effective also with children who have moderate to severe reading disabilities, which are often laborious to remediate using conventional instruction.…”

Section: Discussionsupporting

confidence: 91%

“…The present study extends the previous studies conducted with GL and other serious games by focusing on second graders who, first, have moderate to severe disabilities in reading accuracy and/ or fluency (i.e., belonging to the lowest 14th percentile of their grade level; see Galuschka et al 2014) and, second, have not been able catch up with the other students with the help of the standard support provided by school (remedial reading lessons and part-time special education) in first grade. Previous studies (Heikkilä et al 2013;Hintikka et al 2008;Lovio et al 2012;Saine et al 2010;Van de Ven et al 2017;Van Gorp et al 2016) have shown that games, like reading interventions in general (Galuschka et al 2014), can have a positive effect on the reading skills of children who have mild reading difficulties. However, children with severe reading disabilities have been underexamined in previous studies addressing the effects of game-based learning.…”

Section: Research Questionsmentioning

confidence: 99%

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Supporting struggling readers with digital game-based learning

Ronimus

Eklund

Pesu

et al. 2019

Education Tech Research Dev

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This study investigates the effectiveness of a digital game-GraphoLearn (GL)-in supporting second-grade students who have persistent difficulties with acquiring accurate and fluent reading skills. The participants (N = 37) were randomly assigned either to a 6-week intervention including sessions with GL, in addition to school-provided support, or a control group receiving only school-provided support. The intervention took place at the students' homes and schools under the supervision of their parents and teachers. The results showed that the children who received the GL intervention developed significantly faster in word reading than the control group. Moreover, their reading development was significantly faster during the GL intervention compared with that of the follow-up period, which included only typical school-provided support. No transfer effects on reading fluency, reading comprehension, or spelling were found. Furthermore, the children who, according to the observations of their parents and teachers, showed higher cognitive engagement during the intervention had higher gains in word reading and sentence reading fluency than the children who appeared less cognitively engaged. Higher emotional engagement was related to increased playing time but not to larger gains in reading. The study indicates that a short digital game-based intervention training of letter-sound correspondences and word-level reading can give a boost to the reading development of struggling readers. Inspecting the engagement and in-game performance during gameplay provides important information that can be used for further development of the game to respond to the needs of the learners with severe difficulties.

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Section: Discussionsupporting

confidence: 91%

Section: Research Questionsmentioning

confidence: 99%

Supporting struggling readers with digital game-based learning

Ronimus

Eklund

Pesu

et al. 2019

Education Tech Research Dev

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“…programs provides a holistic approach for improving fluency, considering its complex and multifaceted nature. The use of technology to improve the automaticity and speed of reading can be really useful, especially because, automaticity and speed in reading needs mastery in multiple levels of decoding, but, in typical school conditions there is not enough practice for struggling readers to reach mastery levels in decoding (Vellutino, Fletcher, Snowling, & Scanlon, 2004).…”

Section: Interventionsmentioning

confidence: 99%

Technology-based reading intervention programs for elementary grades: An analytical review

Jamshidifarsani

Garbaya

Lim

et al. 2019

Computers & Education

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In modern societies, the role of reading is becoming increasingly crucial. Hence, any impairment to the reading ability can seriously limit a person's aspirations. The enormous importance of reading as an essential skill in modern life has encouraged many researchers to try and find more effective intervention approaches. Technology has been used extensively to assist and enhance literacy learning. This analytical review aims at presenting a comprehensive overview of the existing research on technology-based or technology-assisted reading interventions for elementary grades, between 2000 and 2017, along with analyzing various aspects of these studies. After extensive research, 42 articles have met the inclusion criteria, which have evaluated a total of 32 reading programs. The studies are classified into six categories of phonological awareness, phonics, vocabulary, comprehension, fluency, and multi-component. Each reading category begins with a brief introduction. Then, the content and instructional mechanisms of each program in the category is explained, alongside the outcome of its interventions. It is found that vocabulary interventions, as well as using mobile, tablet and other non-computer technologies are massively overlooked. Furthermore, a very limited number of programs focused on fluency, none of them addressed all its components. In addition, despite the required long-term practice for fostering fluency, the reviewed studies have an average intervention time shorter than other intervention categories. This paper provides researchers and solution developers with an extensive and informative review of the current state of the art in reading interventions. Additionally, it identifies the current knowledge gaps and defines future research directions to develop effective reading programs.

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“…It can be divided into lower order skills—phonological awareness, grapheme‐to‐phoneme conversion, lexical recall, reading fluency—and higher order (so called “complex”) skills (reading strategies, inference, word‐to‐text integration, and reading comprehension). Our current study has addressed the former (early reading development; Van de Ven et al, ), although it is entirely possible that more complex skills also undergo some long‐term alterations. Literacy research has identified various cognitive skills that contribute to early reading development.…”

Section: Enhancing Reading Skillsmentioning

confidence: 99%

“…Reading games have received scant attention in the literature. Earlier studies have indicated appropriate training methods for enhancing early literacy development (e.g., Lundberg, Frost, & Petersen, ; Van de Ven, De Leeuw, Van Weerdenburg, & Steenbeek‐Planting, ). To the best of our knowledge, this is one of the first studies attempting to develop an adaptive data‐driven language‐learning game (DLLgame) to improve early reading ability of children.…”

Section: Introductionmentioning

confidence: 99%

A data‐driven procedural‐content‐generation approach for educational games

Hooshyar

Yousefi

Wang

et al. 2018

Computer Assisted Learning

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Although game-based learning has been increasingly promoted in education, there is a need to adapt game content to individual needs for personalized learning. Procedural content generation (PCG) offers a solution for difficulty in developing game contents automatically by algorithmic means as it can generate individually customizable game contents applicable to various objectives. In this paper, we advanced a data-driven PCG approach benefiting from a genetic algorithm and support vector machines to automatically generate educational-game contents tailored to individuals' abilities. In contrast to other content generation approaches, the proposed method is not dependent on designer's intuition in applying game contents to fit a player's abilities.We assessed this data-driven PCG approach at length and showed its effectiveness by conducting an empirical study of children who played an educational languagelearning game to cultivate early English-reading skills. To affirm the efficacy of our proposed method, we evaluated the data-driven approach against a heuristic-based approach. Our results clearly demonstrated two things. First, users realized greater performance gains from playing contents tailored to their abilities compared with playing uncustomized game contents. Second, this data-driven approach was more effective in generating contents closely matching a specific player-performance target than the heuristic-based approach. KEYWORDS data-driven approach, early English-reading skills, educational game, procedural contents generation 1 | INTRODUCTION Adaptive learning is an educational method for personalized learning. Personalized learning refers to learning and instructional approaches that are driven by needs and interests of individual learners. It represents a shift from teacher-centred learning towards student-centred learning. It is built upon constructivist learning theory that emphasizes the critical role of student in learning by constructing personally relevant meaning. Personalized learning cannot be realized in traditional classrooms in a large scale. Instead, computers or information and communication technologies play an important role in this regard by the following: (a) adapting learning objectives, content, and progress according to individual learning needs, abilities, prior knowledge, and preferences; (b) recording individual activities for analysis; and (c) providing personalized feedback after assessing individual performance.

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Early reading intervention by means of a multicomponent reading game

Cited by 33 publications

References 84 publications

Supporting struggling readers with digital game-based learning

Supporting struggling readers with digital game-based learning

Technology-based reading intervention programs for elementary grades: An analytical review

A data‐driven procedural‐content‐generation approach for educational games

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