Enhancing Decoding Efficiency in Poor Readers via a Word Identification Game

Autor/inn/en	Gorp, Karly; Segers, Eliane; Verhoeven, Ludo
Titel	Enhancing Decoding Efficiency in Poor Readers via a Word Identification Game
Quelle	In: Reading Research Quarterly, 52 (2017) 1, S.105-123 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1002/rrq.156
Schlagwörter	Decoding (Reading); Word Recognition; Reading Difficulties; Educational Games; Efficiency; Pretests Posttests; Grade 2; Elementary School Students; Intervention; Semantics; Classification; Language Processing; Oral Reading; Reading Tests; Difficulty Level; Repetition; Feedback (Response); Retention (Psychology); Transfer of Training; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Dekodierung; Worterkennung; Reading difficulty; Leseschwierigkeit; Educational game; Lernspiel; Effectiveness; Effektivität; Wirkungsgrad; School year 02; 2. Schuljahr; Schuljahr 02; Semantik; Classification system; Klassifikation; Klassifikationssystem; Sprachverarbeitung; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Lesetest; Schwierigkeitsgrad; Wiederholung; Merkfähigkeit; Training; Transfer; Ausbildung; Ausland; Niederlande
Abstract	The effects of a word identification game aimed at enhancing decoding efficiency in poor readers were tested. Following a pretest-posttest-retention design with a waiting control group, 62 poor-reading Dutch second graders received a five-hour tablet intervention across a period of five weeks. During the intervention, participants practiced reading words and pseudowords while doing semantic categorization and lexical decision exercises in a gaming context. Prior to, directly after, and five weeks following the intervention, word-decoding efficiency was assessed using a standardized read-aloud test consisting of six lists of untrained words and pseudowords with three levels of difficulty: consonant-vowel-consonant items, consonant cluster items, and disyllabic items. Significant increases as a result of the brief gaming intervention were found for decoding efficiency on all six word lists. The game, which included repetition, immediate corrective feedback, and a semantics task, elicited transfer and retention effects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01