Home
Catalogue search
Refine your search:
Keyword
Creator / Publisher:
Chyl, Katarzyna (1)
Dębska, Agnieszka (1)
Grabowska, Anna (1)
Jednoróg, Katarzyna (1)
Kacprzak, Agnieszka (1)
Plewko, Joanna (1)
Szczerbiński, Marcin (1)
Szewczyk, Jakub (1)
Łuniewska, Magdalena (1)
Year
Medium
Type:
Article (1)
BLLDB-Access
Search in the Catalogues and Directories
All fields
Title
Creator / Publisher
Keyword
Year
AND
OR
AND NOT
All fields
Title
Creator / Publisher
Keyword
Year
AND
OR
AND NOT
All fields
Title
Creator / Publisher
Keyword
Year
AND
OR
AND NOT
All fields
Title
Creator / Publisher
Keyword
Year
AND
OR
AND NOT
All fields
Title
Creator / Publisher
Keyword
Year
Sort by
creator [A → Z]
'
creator [Z → A]
'
publishing year ↑ (asc)
'
publishing year ↓ (desc)
'
title [A → Z]
'
title [Z → A]
'
Simple Search
Hits 1 – 1 of 1
1
Neither action nor phonological video games make dyslexic children read better
Łuniewska, Magdalena
;
Chyl, Katarzyna
;
Dębska, Agnieszka
;
Kacprzak, Agnieszka
;
Plewko, Joanna
;
Szczerbiński, Marcin
;
Szewczyk, Jakub
;
Grabowska, Anna
;
Jednoróg, Katarzyna
. - : Nature Publishing Group UK, 2018
Abstract:
The prevalence and long-term consequences of dyslexia make it crucial to look for effective and efficient ways of its therapy. Action video games (AVG) were implied as a possible remedy for difficulties in reading in Italian and English-speaking children. However, the studies examining the effectiveness of AVG application in dyslexia suffered from significant methodological weaknesses such as small sample sizes and lack of a control group with no intervention. In our study, we tested how two forms of training: based on AVG and on phonological non-action video games (PNAVG), affect reading in a group of fifty-four Polish children with dyslexia. Both speed and accuracy of reading increased in AVG as much as in PNAVG group. Moreover, both groups improved in phonological awareness, selective attention and rapid naming. Critically, the reading progress in the two groups did not differ from a dyslexic control group which did not participate in any training. Thus, the observed improvement in reading in AVG and PNAVG can be attributed either to the normal reading development related to schooling or to test practice effect. Overall, we failed to replicate previous studies: Neither AVG nor PNAVG remedy difficulties in reading in school children.
Keyword:
Article
URL:
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5765029/
https://doi.org/10.1038/s41598-017-18878-7
http://www.ncbi.nlm.nih.gov/pubmed/29323179
BASE
Hide details
Mobile view
All
Catalogues
UB Frankfurt Linguistik
0
IDS Mannheim
0
OLC Linguistik
0
UB Frankfurt Retrokatalog
0
DNB Subject Category Language
0
Institut für Empirische Sprachwissenschaft
0
Leibniz-Centre General Linguistics (ZAS)
0
Bibliographies
BLLDB
0
BDSL
0
IDS Bibliografie zur deutschen Grammatik
0
IDS Bibliografie zur Gesprächsforschung
0
IDS Konnektoren im Deutschen
0
IDS Präpositionen im Deutschen
0
IDS OBELEX meta
0
MPI-SHH Linguistics Collection
0
MPI for Psycholinguistics
0
Linked Open Data catalogues
Annohub
0
Online resources
Link directory
0
Journal directory
0
Database directory
0
Dictionary directory
0
Open access documents
BASE
1
Linguistik-Repository
0
IDS Publikationsserver
0
Online dissertations
0
Language Description Heritage
0
© 2013 - 2024 Lin|gu|is|tik
|
Imprint
|
Privacy Policy
|
Datenschutzeinstellungen ändern