Cargando…

Digital Game-Based Phonics Instruction Promotes Print Knowledge in Pre-Readers at Cognitive Risk for Dyslexia

Dyslexia is targeted most effectively when (1) interventions are provided preventively, before the onset of reading instruction, and (2) remediation programs combine letter-sound training with phoneme blending. Given the growing potential of technology in educational contexts, there has been a consi...

Descripción completa

Detalles Bibliográficos
Autores principales: Vanden Bempt, Femke, Economou, Maria, Van Herck, Shauni, Vanderauwera, Jolijn, Glatz, Toivo, Vandermosten, Maaike, Wouters, Jan, Ghesquière, Pol
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8455992/
https://www.ncbi.nlm.nih.gov/pubmed/34566803
http://dx.doi.org/10.3389/fpsyg.2021.720548
_version_ 1784570781553917952
author Vanden Bempt, Femke
Economou, Maria
Van Herck, Shauni
Vanderauwera, Jolijn
Glatz, Toivo
Vandermosten, Maaike
Wouters, Jan
Ghesquière, Pol
author_facet Vanden Bempt, Femke
Economou, Maria
Van Herck, Shauni
Vanderauwera, Jolijn
Glatz, Toivo
Vandermosten, Maaike
Wouters, Jan
Ghesquière, Pol
author_sort Vanden Bempt, Femke
collection PubMed
description Dyslexia is targeted most effectively when (1) interventions are provided preventively, before the onset of reading instruction, and (2) remediation programs combine letter-sound training with phoneme blending. Given the growing potential of technology in educational contexts, there has been a considerable increase of letter-sound trainings embedded in digital serious games. One such intervention is GraphoGame. Yet, current evidence on the preventive impact of GraphoGame is limited by the lack of adaptation of the original learning content to the skills of pre-readers, short training duration, and a restricted focus on explicitly trained skills. Therefore, the current study aims at investigating the impact of a preventive, and pre-reading adapted GraphoGame training (i.e., GraphoGame-Flemish, GG-FL) on explicitly trained skills and non-specifically trained phonological and language abilities. Following a large-scale screening (N = 1225), the current study included 88 pre-reading kindergarteners at cognitive risk for dyslexia who were assigned to three groups training either with GG-FL (n = 31), an active control game (n = 29), or no game (n = 28). Before and after the 12-week intervention, a variety of reading-related skills were assessed. Moreover, receptive letter knowledge and phonological awareness were measured every three weeks during the intervention period. Results revealed significantly larger improvements in the GG-FL group on explicitly trained skills, i.e., letter knowledge and word decoding, without finding transfer-effects to untrained phonological and language abilities. Our findings imply a GG-FL-driven head start on early literacy skills in at-risk children. A follow-up study should uncover the long-term impact and the ability of GG-FL to prevent actual reading failure.
format Online
Article
Text
id pubmed-8455992
institution National Center for Biotechnology Information
language English
publishDate 2021
publisher Frontiers Media S.A.
record_format MEDLINE/PubMed
spelling pubmed-84559922021-09-23 Digital Game-Based Phonics Instruction Promotes Print Knowledge in Pre-Readers at Cognitive Risk for Dyslexia Vanden Bempt, Femke Economou, Maria Van Herck, Shauni Vanderauwera, Jolijn Glatz, Toivo Vandermosten, Maaike Wouters, Jan Ghesquière, Pol Front Psychol Psychology Dyslexia is targeted most effectively when (1) interventions are provided preventively, before the onset of reading instruction, and (2) remediation programs combine letter-sound training with phoneme blending. Given the growing potential of technology in educational contexts, there has been a considerable increase of letter-sound trainings embedded in digital serious games. One such intervention is GraphoGame. Yet, current evidence on the preventive impact of GraphoGame is limited by the lack of adaptation of the original learning content to the skills of pre-readers, short training duration, and a restricted focus on explicitly trained skills. Therefore, the current study aims at investigating the impact of a preventive, and pre-reading adapted GraphoGame training (i.e., GraphoGame-Flemish, GG-FL) on explicitly trained skills and non-specifically trained phonological and language abilities. Following a large-scale screening (N = 1225), the current study included 88 pre-reading kindergarteners at cognitive risk for dyslexia who were assigned to three groups training either with GG-FL (n = 31), an active control game (n = 29), or no game (n = 28). Before and after the 12-week intervention, a variety of reading-related skills were assessed. Moreover, receptive letter knowledge and phonological awareness were measured every three weeks during the intervention period. Results revealed significantly larger improvements in the GG-FL group on explicitly trained skills, i.e., letter knowledge and word decoding, without finding transfer-effects to untrained phonological and language abilities. Our findings imply a GG-FL-driven head start on early literacy skills in at-risk children. A follow-up study should uncover the long-term impact and the ability of GG-FL to prevent actual reading failure. Frontiers Media S.A. 2021-09-08 /pmc/articles/PMC8455992/ /pubmed/34566803 http://dx.doi.org/10.3389/fpsyg.2021.720548 Text en Copyright © 2021 Vanden Bempt, Economou, Van Herck, Vanderauwera, Glatz, Vandermosten, Wouters and Ghesquière. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Vanden Bempt, Femke
Economou, Maria
Van Herck, Shauni
Vanderauwera, Jolijn
Glatz, Toivo
Vandermosten, Maaike
Wouters, Jan
Ghesquière, Pol
Digital Game-Based Phonics Instruction Promotes Print Knowledge in Pre-Readers at Cognitive Risk for Dyslexia
title Digital Game-Based Phonics Instruction Promotes Print Knowledge in Pre-Readers at Cognitive Risk for Dyslexia
title_full Digital Game-Based Phonics Instruction Promotes Print Knowledge in Pre-Readers at Cognitive Risk for Dyslexia
title_fullStr Digital Game-Based Phonics Instruction Promotes Print Knowledge in Pre-Readers at Cognitive Risk for Dyslexia
title_full_unstemmed Digital Game-Based Phonics Instruction Promotes Print Knowledge in Pre-Readers at Cognitive Risk for Dyslexia
title_short Digital Game-Based Phonics Instruction Promotes Print Knowledge in Pre-Readers at Cognitive Risk for Dyslexia
title_sort digital game-based phonics instruction promotes print knowledge in pre-readers at cognitive risk for dyslexia
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8455992/
https://www.ncbi.nlm.nih.gov/pubmed/34566803
http://dx.doi.org/10.3389/fpsyg.2021.720548
work_keys_str_mv AT vandenbemptfemke digitalgamebasedphonicsinstructionpromotesprintknowledgeinprereadersatcognitiveriskfordyslexia
AT economoumaria digitalgamebasedphonicsinstructionpromotesprintknowledgeinprereadersatcognitiveriskfordyslexia
AT vanherckshauni digitalgamebasedphonicsinstructionpromotesprintknowledgeinprereadersatcognitiveriskfordyslexia
AT vanderauwerajolijn digitalgamebasedphonicsinstructionpromotesprintknowledgeinprereadersatcognitiveriskfordyslexia
AT glatztoivo digitalgamebasedphonicsinstructionpromotesprintknowledgeinprereadersatcognitiveriskfordyslexia
AT vandermostenmaaike digitalgamebasedphonicsinstructionpromotesprintknowledgeinprereadersatcognitiveriskfordyslexia
AT woutersjan digitalgamebasedphonicsinstructionpromotesprintknowledgeinprereadersatcognitiveriskfordyslexia
AT ghesquierepol digitalgamebasedphonicsinstructionpromotesprintknowledgeinprereadersatcognitiveriskfordyslexia