Reading development, reading disabilities, dyslexia
Conditions
Interventions
The intervention tested in this study is a cognitive, (serious) game-based intervention focused on the training of letter-speech sound associations. In a series of experimental, proof-of-concept studi
Sponsors
Rudolf Berlin Center, Amsterdam, the Netherlands
Eligibility
Inclusion criteria
Inclusion criteria: I. In the last year of kindergarten II. Native Dutch speaker
Exclusion criteria
Exclusion criteria: I. Neurological impairment II. General cognitive impairment III. Uncorrected sight problems IV. Significant bilateral hearing loss
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| The primary outcome of this study is letter-speech sound integration. As children will be tested before they receive formal reading instruction, we will use an adapted version of the Letter-Speech Sound Association Test (LKAT; Van der Kluft & Vercouteren, 2016), programmed in PsychoPy3. This task will contain blocks with learned and unlearned associations to examine whether children become more accurate in answering to associations they have learned during the game, compared to those that they haven’t learned. | — |
Secondary
| Measure | Time frame |
|---|---|
| (1) Word Reading Accuracy. A list with short CV/CVC words will be created, based on the letters and speech sounds children will learn during the game. (2) Phoneme awareness, measured by a first sound awareness task. | — |
Contacts
Public ContactCara Verwimp
University of Amsterdam/Rudolf Berlin Center/RID
Outcome results
None listed