Murray, Jacqueline;
Birch, Susan;
(2023)
Thinking outside the phonological box: Combining repeated reading and action video games to develop reading fluency in year 7 children with dyslexia.
Educational and Child Psychology
, 40
(1)
pp. 78-95.
10.53841/bpsecp.2023.40.1.78.
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Abstract
Aims: Children’s reading attainments in England continue to cause concern despite a national agenda focusing on the development of phonological skills. There is also a lack of guidance regarding how to support children who continue to struggle despite early support, including children with dyslexia and those in secondary education. Italian research groups found that playing action video games (AVGs) improved word and pseudo-word reading speed for children with dyslexia through increasing visual attention. The current study aims to build on this research, exploring whether AVGs boost the effects of a reading fluency intervention, Repeated Reading (RR). The effectiveness of RR alone is also analysed. Effects of the intervention on a range of measures are considered. // Method: A single case experimental design (SCED) with alternating interventions, RR-alone and RR-plus-AVGs, was employed with eight Year 7 children with dyslexia in a UK special school. // Findings: All children demonstrated reading gains from the combined intervention, RR and AVGs. RR-alone was effective for two children and AVGs boosted the effects of RR for five children. Six children increased their reading comprehension. Children enjoyed playing AVGs. RR was viewed positively by teachers and viewed by children as improving their reading. // Limitations: Confidence in results was reduced by variability and some effect sizes not reaching significance. The special school setting for children with dyslexia may affect generalisability to mainstream schools or to struggling readers without dyslexia. // Conclusions: Implications for educational psychologists’ practice are discussed, particularly how to proceed, with what appears to be a promising intervention.
| Type: | Article |
|---|---|
| Title: | Thinking outside the phonological box: Combining repeated reading and action video games to develop reading fluency in year 7 children with dyslexia |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.53841/bpsecp.2023.40.1.78 |
| Publisher version: | http://dx.doi.org/10.53841/bpsecp.2023.40.1.78 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Dyslexia; Visual attention; Reading fluency; Action video games; Repeated reading |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Clinical, Edu and Hlth Psychology |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10185618 |
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