Enhancing Phonological Awareness Skills in Students With Intellectual Disability Through Digital Gaming Intervention

ABSTRACT Background Phonological awareness is the ability to identify and manipulate the sounds of language. This is a crucial skill for reading and spelling development. However, students with intellectual disabilities (ID) often have difficulties in acquiring phonological awareness skills. Objectives This study aimed to assess the impact of a digital game‐based Phonological Awareness Intervention (PAI) programme on phonological awareness skills of students with intellectual disabilities. Methods This study used a single‐subject design with a multiple baseline model and probe conditions across participants. The participants consisted of three students aged between 7 and 8 years who had been diagnosed with mild‐to‐moderate ID. The PAI programme was implemented using a digital game‐based approach involving interactive activities and feedback. The implementation process was conducted in four phases: baseline, intervention, probe and maintenance phases. Students' phonological awareness skills were measured using standardised tests and observational checklists. Results and Conclusions The PAI programme significantly improved phonological awareness skills of all three participants. These results highlight the effectiveness of the PAI programme in enhancing phonological awareness skills of students with intellectual disabilities. The digital game‐based approach engaged and motivated students and facilitated their learning. The study also demonstrated the social validity of the PAI programme, as both students and their mothers expressed satisfaction and appreciation. This study suggests that digital games can be a useful tool for PAIs in students with intellectual disabilities.