Serious gaming To Accelerate Reading

The present study aims to investigate the effectiveness of the serious game Kosmos Klikker, in improving letter-speech sound mapping in kindergartners. To this end, we will use a single-blind randomized controlled trial with three conditions: 1) Original version of Kosmos Klikker (audiovisual training), 2) extended version of Kosmos Klikker (audiovisual training with motoric component) and 3) Control game (mathematical training).

Children in the last year of kindergarten (Groep 2 in the Netherlands) will be randomly assigned to one of our three conditions by a method of randomization at classroom level to control for influence of teacher and school. Based on a power analysis for a one-way fixed effect analysis of covariance with 3 levels, we should include 42 cases per cell. To anticipate on a possible attrition rate of 15%, we aim to include 50 participants in each condition (N = 150).

All children will be tested prior to the intervention period (i.e., baseline) during the first weeks of the second year of kindergarten. Measures include non-verbal IQ, letter-speech sound knowledge, phoneme awareness and reading accuracy. Subsequently they will play one of the serious games for a period of 3 weeks in total (15min/5 days/week). Children allocated to the control condition (mathematical training) will receive the opportunity to play Kosmos Klikker as well, after the trial period ended.

After the intervention period, letter-speech sound knowledge, phoneme awareness and reading accuracy will be assessed again to quantify the effect of the intervention.
Pre- and post-test measurements will be conducted by another assistant than the one that helps with guiding the intervention program to guarantee that they are not influenced by condition.

The main objectives of this study are I) to determine whether a game-based intervention focusing on intensively training letter-speech-sound associations can improve letter-speech sound integration in prereaders, and even lead to being able to read short, easy words and II) whether including a motoric component leads to an enhanced letter-speech sound integration compared to the audiovisual only condition.

Pretest

Posttest

The intervention tested in this study is a cognitive, (serious) game-based intervention focused on the training of letter-speech sound associations. In a series of experimental, proof-of-concept studies we previously showed that the guiding principle of using gaming techniques to intensively train letter-speech sound associations can be effective in improving reading fluency. An extended version of the original game will be made, to which a motoric component will be added. This is, besides learning Dutch letter-speech sound correspondences, children will have to write the corresponding letter on the tablet. This trial aims to test the effect of this game-based intervention in prereaders, potentially serving as a preventive game for developing a reading disability in the future.