Abstract Technological tools have the potential to efficiently support learning performance in children and are therefore recognized as being beneficial for children with special needs, such as reading disorders. The present study investigated the effectivity of a novel digital game-based reading training in second- and third-grade children with reading disorder (N = 50) carried out in home environment over a short training period of eight to eleven weeks. Children were randomly assigned to either a training group (N = 25) receiving the digital game-based reading training or a control group performing digitalized mind games (N = 25). Results showed significant improvement of reading performance for trained word material and a trend for transfer effects to untrained words. The digital game-based reading training was also found to be highly motivating and feasible for use in home environment. This study extends existing knowledge about digital game-based reading support and underlines that using a multi-component reading approach combined with flow principles is beneficial for children with reading disorder. Furthermore, the evaluated program seems to be a promising addition for children who do not have access to individual reading support.

中文翻译：

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基于数字游戏的阅读障碍德国儿童阅读训练评估

摘要 技术工具具有有效支持儿童学习表现的潜力，因此被公认为有利于有特殊需求的儿童，例如阅读障碍。本研究调查了在家庭环境中在 8 至 11 周的短期培训期间对患有阅读障碍的二年级和三年级儿童（N = 50）进行的基于数字游戏的新型阅读培训的有效性。儿童被随机分配到接受基于数字游戏的阅读训练的训练组（N = 25）或进行数字化思维游戏的对照组（N = 25）。结果表明，对受过训练的单词材料的阅读性能有显着提高，并且有向未受过训练的单词转移效应的趋势。还发现基于数字游戏的阅读培训在家庭环境中具有很强的激励性和可行性。本研究扩展了有关基于数字游戏的阅读支持的现有知识，并强调使用多组件阅读方法结合流动原则对阅读障碍儿童有益。此外，经过评估的计划对于无法获得个人阅读支持的儿童来说似乎是一个有希望的补充。