The Effectiveness of Gamified Integrated Training in Basic Reading Skills and Working Memory on Reading Performance and Academic Engagement in Students with Specific Learning Disorder and Reading Impairment

Nemati, Shahrooz; Vahedi, Shahram; Dehghanzadeh, Hossein; Hosseinpour, Zahra

doi:10.22059/japr.2025.394549.645235

The Effectiveness of Gamified Integrated Training in Basic Reading Skills and Working Memory on Reading Performance and Academic Engagement in Students with Specific Learning Disorder and Reading Impairment

Articles in Press

Document Type : Research Paper

Authors

Shahrooz Nemati ¹

Shahram Vahedi ²

Hossein Dehghanzadeh ³

Zahra Hosseinpour ³

¹ Professor, Department of Educational Sciences, Faculty of Educational Science and Psychology, University of Tabriz, Tabriz, Iran.

² Department of Educational Science, Faculty of Educational Sciences and Psychology, University of Tabriz, Tabriz, Iran.

³ Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Tabriz, Tabriz, Iran.

10.22059/japr.2025.394549.645235

Abstract

This study examined the effects of gamified integrated training combining basic reading skills and working memory exercises on reading performance and academic engagement in students with specific learning disorder (SLD) and reading impairment. Using a quasi-experimental pretest-posttest control group design, 30 students with dyslexia (15 girls, 15 boys) were randomly assigned to experimental and control groups. The experimental group received 12 weeks of gamified training integrating reading skill development with working memory tasks, while the control group followed standard curriculum. Standardized assessments measured reading performance (phonological awareness, word reading, fluency, comprehension) and academic engagement (behavioral, emotional, cognitive dimensions) before and after intervention.
MANCOVA and ANCOVA analyses, controlling for baseline scores, revealed significant improvements in the experimental group across all reading measures (p<0.01, η²=0.42) and engagement domains (p<0.05, η²=0.35) compared to controls. Effect sizes indicated moderate to large intervention impacts. The gamified approach simultaneously enhanced cognitive reading skills and motivational engagement, suggesting its dual benefit for SLD students. These results support incorporating game-based elements into reading interventions to address both skill deficits and learning motivation in this population. The integrated training model shows promise as a comprehensive approach for students with reading-related SLD.

Keywords

working memory

gamification

reading performance

academic engagement

specific learning disorder