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Neither action nor phonological video games make dyslexic children read better

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Neither action nor phonological video games make dyslexic children read better

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dc.contributor.author Łuniewska, Magdalena pl
dc.contributor.author Chyl, Katarzyna pl
dc.contributor.author Dębska, Agnieszka pl
dc.contributor.author Kacprzak, Agnieszka pl
dc.contributor.author Plewko, Joanna pl
dc.contributor.author Szczerbiński, Marcin pl
dc.contributor.author Szewczyk, Jakub [SAP14002118] pl
dc.contributor.author Grabowska, Anna pl
dc.contributor.author Jednoróg, Katarzyna pl
dc.date.accessioned 2018-02-12T07:15:21Z
dc.date.available 2018-02-12T07:15:21Z
dc.date.issued 2018 pl
dc.identifier.uri https://ruj.uj.edu.pl/xmlui/handle/item/50143
dc.language eng pl
dc.rights Udzielam licencji. Uznanie autorstwa 3.0 Polska *
dc.rights.uri http://creativecommons.org/licenses/by/3.0/pl/legalcode *
dc.title Neither action nor phonological video games make dyslexic children read better pl
dc.type JournalArticle pl
dc.identifier.weblink https://www.nature.com/articles/s41598-017-18878-7.pdf pl
dc.abstract.en 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. pl
dc.description.volume 8 pl
dc.identifier.doi 10.1038/s41598-017-18878-7 pl
dc.identifier.eissn 2045-2322 pl
dc.title.journal Scientific Reports pl
dc.language.container eng pl
dc.date.accession 2018-02-12 pl
dc.affiliation Wydział Filozoficzny : Instytut Psychologii pl
dc.subtype Article pl
dc.identifier.articleid 549 pl
dc.rights.original CC-BY; otwarte czasopismo; ostateczna wersja wydawcy; w momencie opublikowania; 0 pl
dc.identifier.project UMO-2014/14/A/HS6/00294 pl
.pointsMNiSW [2018 A]: 40


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Udzielam licencji. Uznanie autorstwa 3.0 Polska Except where otherwise noted, this item's license is described as Udzielam licencji. Uznanie autorstwa 3.0 Polska