| Title: |
Effects of Educational Games on Sight Word Reading Achievement and Student Motivation. |
| Authors: |
Gibbon, Justine M.; Duffield, Stacy; Hoffman, Jeanette; Wageman, Justin J. |
| Source: |
Journal of Language & Literacy Education; Fall2017, Vol. 13 Issue 2, p1-27, 27p |
| Subject Terms: |
Educational games; Reading; Academic motivation; Sight vocabulary; Fluency (Language learning) |
| Abstract: |
Nine first-grade children at risk for reading failure were selected to participate in remedial reading interventions. These first-grade students scored below benchmark target and grade level expectancies on measures of early reading skills, including AIMSweb Nonsense Word Fluency and Northwest Evaluation Association Measures of Academic Progress (NWEA MAP) for Primary Reading, or received a teacher referral based on oral reading fluency scores. Interventions occurred four times a week for 11 weeks, and included 10 minutes of direct phonemic awareness instruction and 10 minutes of sight word games. Data were collected on students' oral reading fluency, sight word identification, and motivation to read. Students were found to be more engaged and voiced a preference for sight word card and board games over the tablet apps. Results indicated that games as interventions can accelerate sight word learning and are highly effective for sight word achievement in first-grade students when combined with direct instruction on phonemic awareness. The participants improved at a rate double that of previously studied, remedial first-grade students. Results also indicated that intervention games in remedial reading programs have a direct impact on student engagement, but not necessarily on a student's self-concept as a reader. [ABSTRACT FROM AUTHOR] |
| : |
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| Database: |
Complementary Index |