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ERIC Number: EJ919766
Record Type: Journal
Publication Date: 2011
Pages: 15
Abstractor: As Provided
Reference Count: 50
ISBN: N/A
ISSN: ISSN-1743-9884
Using Game-Based Learning to Support Struggling Readers at Home
Holmes, Wayne
Learning, Media and Technology, v36 n1 p5-19 2011
Significant numbers of children (6% of 11-year-olds) have difficulties learning to read. Meanwhile, children who receive appropriate support from their parents do better in literacy than those who do not. This study uses a case study approach to investigate how digital games designed to support struggling readers in school were used at home, by the parents of six children to support their children's literacy. Mostly, the children enjoyed playing the games and believe that it helped improve their reading. The parents all valued the opportunity to participate in their child's learning and believe that the games' approach to learning is effective. The studnnnnnnnny considers key influences on the successful use of games to support struggling readers (repetition, feedback, motivation, self-efficacy, parental beliefs) and raises questions, further consideration of which might usefully inform the future development of effective game-based learning. (Contains 2 figures.)
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 - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A