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ERIC Number: EJ901057
Record Type: Journal
Publication Date: 2010-Nov
Pages: 19
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: ISSN-1940-4158
Investigating the Effects of a Game-Based Approach in Teaching Word Recognition and Spelling to Students with Reading Disabilities and Attention Deficits
Cassar, Anna Garito; Jang, Eunice Eunhee
Australian Journal of Learning Difficulties, v15 n2 p193-211 Nov 2010
The purpose of this small-scale exploratory study was to examine the effects of using a game-based instructional approach to teach word recognition and spelling to Grade 6 students with reading disabilities (RD) and attention deficit disorders. Treatment and comparison groups were formed. The students were placed in either a traditional spelling group or an alternate game group. Different measures of phonological awareness, phonological memory and rapid naming as well as the word recognition and spelling subtests were administered to six students with RD and attention deficits. The study results indicate that students in the game-based approach outperformed students in the traditional, text-based spelling programs. In addition, the remediation of specific deficit subskills was possible through a game-based approach. Rapid naming, word recognition and spelling subtest results all improved through this method, with rapid naming improving the most. The study provides evidence for marked improvement in engaging behavior as well as literacy skills through alternate instructional methodologies. (Contains 9 tables, 1 figure and 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A