Word-to-text integration (WTI) is the ability to integrate words into a mental representation of the text and is important for reading comprehension, but challenging in English as a second language (ESL). However, it remains unclear whether WTI can be trained in seventh grade ESL learners, who often struggle with reading comprehension and display large individual differences. To pay attention to individual differences, the present study examined an adaptive computer game-based WTI-intervention. The intervention, replacing 50 min of ESL classroom instruction, comprized a 12-week program in which students had to complete WTI-based assignments within four serious games, targeting morphosyntactic awareness, translation of words within sentences, recognizing idioms from words in contexts, and a filler game targeting dictation. The intervention group (n = 164) was compared to a control group (n = 166), who only received regular ESL classroom instruction. Both groups completed the following reading measures: decoding, morphological, and syntactic awareness, WTI (argument and anomaly reading speed and processing), and reading comprehension tasks at the beginning (T1) of the school year and at the end (T2) of the school year. Results demonstrated an intervention effect on decoding and anomaly processing as reflected by an interaction between time (T1 vs. T2) and group (intervention vs. control) in a repeated measures MANOVA. Follow-up mediation analyses for the intervention group only - with game performance as mediators between reading measures at T1 and T2 - indicated that students with better T1 scores on reading measures showed more growth in performance within games. More performance growth within the translation game and the idiom recognition game was related to better reading scores at T2. Both high-achieving and low-achieving students displayed performance growth within games, indicating that a WTI intervention yields promising results for a broad variety of ESL readers.

单词到文本的集成（WTI）是将单词集成到文本的心理表示中的功能，对于阅读理解很重要，但是以英语作为第二语言（ESL）具有挑战性。然而，尚不清楚WTI是否可以在七年级的ESL学习者中接受培训，这些学习者经常在阅读理解方面表现不佳，并表现出很大的个体差异。为了注意个体差异，本研究检查了基于自适应计算机游戏的WTI干预。这项干预措施取代了50分钟的ESL课堂教学，组成了一个为期12周的计划，其中学生必须在四个严肃的游戏中完成基于WTI的作业，目标是句法句法意识，句子中单词的翻译，识别上下文中单词的成语以及填充游戏定位命令。干预组（n  = 164）与对照组（n = 166），他们只接受定期的ESL课堂教学。两组都完成了以下阅读措施：解码，形态和句法意识，WTI（参数和异常阅读速度和处理）以及在学年开始（T1）和学习结束（T2）时的阅读理解任务。学年。结果表明，在重复测量MANOVA中，时间（T1与T2）与组（干预与对照）之间的相互作用反映了对解码和异常处理的干预效果。仅针对干预组的后续中介分析（以游戏性能作为T1和T2的阅读测度之间的中介）表明，阅读测度的T1分数更高的学生在游戏中的表现有所提高。在翻译游戏和成语识别游戏中，更多的性能增长与T2上更好的阅读成绩有关。高成就和低成就的学生在游戏中都表现出进步，这表明WTI干预为各种ESL读者带来了可喜的结果。