The International Journal of Special Education
2005, Vol 20, No.2.

EDUCATIONAL GAMES: A TECHNIQUE TO ACCELERATE THE ACQUISITION OF READING SKILLS OF CHILDREN WITH LEARNING DISABILITIES

Beryl Charlton

Randy Lee Williams

and

T. F. McLaughlin

Gonzaga University

This study evaluated the effects of educational games on the performance of eight elementary school students with learning disabilities. The effects of educational games were evaluated in a multiple baseline design across students. The results indicated that each student improved their performance on reading when educational games were in effect.  These differences were also educationally significant. Practical considerations and implications of educational games for adoption in the classroom were discussed.

Learning to read can be a discouraging experience for children who have difficulty grasping concepts and skills. Such students may need practice in order to master what some children do after one trial.  Carnine, Silbert, Kameenui, and Tarver (2004) have postulated the more highly motivated a remedial reader is, the greater the student's success.  Unmotivated students will not receive the benefit of increased instructional time, careful teaching, and a well-designed program.  These children may become discouraged with difficulties they encounter in their reading experiences.  Unless some element of fun is introduced along with instruction such students may become bored and turned-off. (Koran & McLaughlin, 1990).   

Games may relieve the drudgery of drill (Baker, Herman, & Yeh, 1981; Koran & McLaughlin, 1990) and can introduce an element of fun helping to motivate the learning disabled child.   Among those supporting the role of educational games in the learning process has been Harris (1968).  Harris noted that many kinds of drill, disguised as games become play rather than distasteful drill and practice.  Golick (1973) felt that for those children who need more time and extra help to master a skill there is the challenge to find activities that are novel and interesting.  Ginsburg and Opper (1972), that children take and active part in the learning process.  Through games that they play, they practice the skills they are in the process of learning.  This, Golick says, is an important aspect of play and subsequently of games.  

The first part of this study was designed to determine if poor readers' acquisition of consonant digraphs and consonant blends could be accelerated when teacher instruction was combined with educational games.  The second part of the study evaluated the effects of educational games on elementary students' acquisition of vowel variable skills.

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