Evaluation of a digital game-based reading training for German children with reading disorder

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.