Degree Name
M.Ed. (Master of Education)
Program
Special Education
Date of Award
5-2024
Committee Chair or Co-Chairs
Pamela Mims
Committee Members
Dawn Rowe, John Wheeler
Abstract
Since the COVID-19 Pandemic, reading comprehension and reading engagement have decreased in the United States. Our world is also becoming increasingly technological, and a large percentage of individuals in the United States, specifically children, are playing video games. There are increasing amounts of video games that target educational skills, such as reading and math, and video games that have been created strictly for entertainment. This study examined the potential effects of playing text-based video games on the comprehension and engagement of 6-8 grade students with intellectual disabilities. A Multiple Baseline Across Participants single case design was used to measure the comprehension of 4 students as they played text-based games. The data from the study demonstrated that comprehension was higher when playing text-based games as opposed to reading texts on computers at a similar reading level, though more research is needed on this. This study is a pilot study that has the potential to lead to an evidence-based reading practice to support students with intellectual disabilities’ comprehension and reading engagement.
Document Type
Thesis - unrestricted
Recommended Citation
Ihrig, Faith, "The Effects of Text-Based Gaming on Reading Comprehension for Students with Intellectual Disability" (2024). Electronic Theses and Dissertations. Paper 4369. https://dc.etsu.edu/etd/4369
Copyright
Copyright by the authors.
Included in
Accessibility Commons, Educational Assessment, Evaluation, and Research Commons, Educational Technology Commons, Secondary Education Commons, Special Education and Teaching Commons