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...
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2021-09-01
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doaj-e2f6da5008704900ab6f3973460d1ed92021-09-08T05:26:09ZengFrontiers Media S.A.Frontiers in Psychology1664-10782021-09-011210.3389/fpsyg.2021.720548720548Digital Game-Based Phonics Instruction Promotes Print Knowledge in Pre-Readers at Cognitive Risk for DyslexiaFemke Vanden Bempt0Femke Vanden Bempt1Maria Economou2Maria Economou3Shauni Van Herck4Shauni Van Herck5Jolijn Vanderauwera6Jolijn Vanderauwera7Toivo Glatz8Maaike Vandermosten9Jan Wouters10Pol Ghesquière11Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, BelgiumResearch Group ExpORL, Department of Neurosciences, KU Leuven, Leuven, BelgiumParenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, BelgiumResearch Group ExpORL, Department of Neurosciences, KU Leuven, Leuven, BelgiumParenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, BelgiumResearch Group ExpORL, Department of Neurosciences, KU Leuven, Leuven, BelgiumPsychological Sciences Research Institute, Université Catholique de Louvain, Ottignies-Louvain-la-Neuve, BelgiumInstitute of Neuroscience, Université Catholique de Louvain, Ottignies-Louvain-la-Neuve, BelgiumInstitute of Public Health, Charité – Universitätsmedizin Berlin, Freie Universität Berlin and Humboldt-Universität zu Berlin, Berlin, GermanyResearch Group ExpORL, Department of Neurosciences, KU Leuven, Leuven, BelgiumResearch Group ExpORL, Department of Neurosciences, KU Leuven, Leuven, BelgiumParenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, BelgiumDyslexia 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.https://www.frontiersin.org/articles/10.3389/fpsyg.2021.720548/fulldyslexiagame-based interventionpre-readersphonics instructionpreventive |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Femke Vanden Bempt Femke Vanden Bempt Maria Economou Maria Economou Shauni Van Herck Shauni Van Herck Jolijn Vanderauwera Jolijn Vanderauwera Toivo Glatz Maaike Vandermosten Jan Wouters Pol Ghesquière |
spellingShingle |
Femke Vanden Bempt Femke Vanden Bempt Maria Economou Maria Economou Shauni Van Herck Shauni Van Herck Jolijn Vanderauwera Jolijn Vanderauwera Toivo Glatz Maaike Vandermosten Jan Wouters Pol Ghesquière Digital Game-Based Phonics Instruction Promotes Print Knowledge in Pre-Readers at Cognitive Risk for Dyslexia Frontiers in Psychology dyslexia game-based intervention pre-readers phonics instruction preventive |
author_facet |
Femke Vanden Bempt Femke Vanden Bempt Maria Economou Maria Economou Shauni Van Herck Shauni Van Herck Jolijn Vanderauwera Jolijn Vanderauwera Toivo Glatz Maaike Vandermosten Jan Wouters Pol Ghesquière |
author_sort |
Femke Vanden Bempt |
title |
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_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_sort |
digital game-based phonics instruction promotes print knowledge in pre-readers at cognitive risk for dyslexia |
publisher |
Frontiers Media S.A. |
series |
Frontiers in Psychology |
issn |
1664-1078 |
publishDate |
2021-09-01 |
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. |
topic |
dyslexia game-based intervention pre-readers phonics instruction preventive |
url |
https://www.frontiersin.org/articles/10.3389/fpsyg.2021.720548/full |
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