Using game‐based learning to support struggling readers at home

Abstract

Significant numbers of children (6% of 11‐year‐olds) have difficulties learning to read. Meanwhile, children who receive appropriate support from their parents do better in literacy than those who do not. This study uses a case study approach to investigate how digital games designed to support struggling readers in school were used at home, by the parents of six children to support their children’s literacy. Mostly, the children enjoyed playing the games and believe that it helped improve their reading. The parents all valued the opportunity to participate in their child’s learning and believe that the games’ approach to learning is effective. The study considers key influences on the successful use of games to support struggling readers (repetition, feedback, motivation, self‐efficacy, parental beliefs) and raises questions, further consideration of which might usefully inform the future development of effective game‐based learning.

Keywords:

• game‐based learning
• struggling readers
• primary school children
• parents
• family learning
• drill and practice

Acknowledgements

The author would like to thank Dr Rebecca Eynon and Dr Chris Davies, University of Oxford, for their invaluable comments on earlier versions of this article, and Jacqui Worsley, Norfolk Local Authority, for introducing the families to the research.