Educational Games: A Technique to Accelerate the Acquisition of Reading Skills of Children with Learning Disabilities

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.