Gaming as Gateway to Reading INnovation

The main goal of the present study is to improve reading fluency in children with reading disabilities. We will therefore deliver a game-based intervention focussed on developing automatic letter-speech sound integration to children with reading disabilities, in order to attack their dysfluent reading.



The study is a single-blind randomised controlled trial comparing an intervention addressing letter-speech sound integration to a waiting list control group. The study consists of two trials:



(1) Intervention for children with reading disabilities in grade 2.

(2) Early intervention for children at risk of reading disabilities in grade 1.

Children with (a risk of) reading disabilities are randomly assigned (1 : 1) to either an immediate intervention group or a waiting-list control group by a method of simple randomisation. Participants will be randomised using a computerised random number generator. Subjects will be randomized after stratification for school. The target sample size is n = 120 children at risk of reading disabilities in grade 1, and n = 120 children with reading disabilities in grade 2



Children in the intervention condition will receive intervention during a 14 week period. These children will be provided with three intervention sessions a week for 20 minutes per session. Children allocated to the waiting-list control condition will receive the intervention program after the waiting period had elapsed.



Behavioural measures of reading, and letter-speech sound mapping are measured at baseline and at the end of the 14 week (intervention) period for both intervention group and control group.

The main objective of study is to determine whether a game-based intervention focussed on intensively training automation of letter-speech-sound associations can improve reading fluency in children with reading disabilities (grade 2) and in children at risk of reading disabilities (grade 1).

Pretest

Posttest

The intervention tested in this study is a cognitive, (serious) game-based intervention focused on the training of letter-speech sound associations. The goal of the intervention is to improve reading fluency in children with reading disabilities. 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.