AVG training effects are specific to phonemic awareness, with no significant gains in phonological working memory or rapid automatized naming¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i1 small
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Training groups did not differ significantly in individual gain on pseudoword repetition (phonological working memory) or RAN of colours. → Bertoni 2024 q3 i? Linear mixed effects models confirmed a significant time × group effect on phoneme discrimination but not on pseudoword repetition or RAN. → Bertoni 2024 (2)

Evidence¶

Bertoni 2024¶

Bertoni, S., Andreola, C., Mascheretti, S., Franceschini, S., Ruffino, M., Trezzi, V., Molteni, M., Sali, M. E., Salandi, A., Gaggi, O., Palazzi, C., Gori, S. & Facoetti, A. (2024). Action video games normalise the phonemic awareness in pre-readers at risk for developmental dyslexia. npj Science of Learning 9, 25. https://doi.org/10.1038/s41539-024-00230-0

q3 · i1 · causal · r2

ANCOVA null results for the two other reading-related predictors in the same four-group design. Both tests were non-significant with very small printed effects ("ηp2 = 0.026" and "ηp2 = 0.007"); equivalence was not tested.

"On the contrary, the training groups did not show any statistically significant difference in individual gain in PWR (F(3,72) = 0.647, p = 0.587, ηp2 = 0.026) and in RAN (F(3,74) = 0.172, p = 0.915, ηp2 = 0.007)"

Bertoni 2024 (2)¶

Bertoni, S., Andreola, C., Mascheretti, S., Franceschini, S., Ruffino, M., Trezzi, V., Molteni, M., Sali, M. E., Salandi, A., Gaggi, O., Palazzi, C., Gori, S. & Facoetti, A. (2024). Action video games normalise the phonemic awareness in pre-readers at risk for developmental dyslexia. npj Science of Learning 9, 25. https://doi.org/10.1038/s41539-024-00230-0

q3 · i? · causal · r2

Alternative repeated-measures linear mixed effects analysis with time, group and time × group as fixed factors and subject ID as random effects, confirming the specificity of the AVG effect to phoneme discrimination.

"A statistically significant time × group effect was found upon phoneme discrimination (F(3,75) = 3.600, p = 0.017), but not upon PWR (F(3,73.72)= 1.032, p = 0.384) and RAN (F(3,75) = 0.175, p = 0.913)."

Discussion¶

Learner Variables¶

• Phonological Awareness — outcome: instruction changes it
• Processing Speed — outcome: instruction changes it

Related Claims¶

• Phonemic awareness gains after AVG training occur in more than 80% of at-risk pre-readers — related
• Child cognitive skills other than initial word reading (phonemic decoding, working memory, phonological awareness, rapid letter naming) did not significantly predict exposures to mastery — related
• Action video game training produces significantly larger phonemic awareness gains than waiting list, non-action serious games, and speech therapy in pre-readers at risk for dyslexia — related
• Neither speech therapy nor serious non-action video games produced significant phonemic awareness gains in at-risk pre-readers — related
• Phonemic awareness improvements from AVG training are maintained at a 6-month follow-up — related