The Effect of Game-based Reading Activities on Reading Fluency and Attitudes of Elementary Students with Reading Difficulties from Multicultural Families

Abstract

The purpose of this study was to examine the effects of game-based reading activities on the reading fluency and attitudes of elementary school students from multicultural families with reading difficulties. A multiple probe baseline design across subjects was used with three second-grade elementary school students from multicultural families struggling with reading in order to investigate the effect of game-utilized reading activities on their reading fluency and attitude. After the intervention, it was found that the reading fluency of all participating students had improved compared to the baseline, and their reading attitudes had also changed positively. These results indicate that game-based reading activities are an effective instructional method for improving reading in elementary students from multicultural families with reading difficulties. Furthermore, it suggests that game-based reading activities can be used as a useful instructional method to enhance the reading abilities of these students.