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Abstract. Approximately 4-10% of the German population suffers from developmental dyslexia. The learning disorder afffects educational, personal, and social development of children in a negative way. Mobile serious games have the potential to support dyslexic primary-school children in addition to school support and learning therapy. We propose such a mobile serious game called "Prosodiya", with the help of which dyslexic children can improve their reading and writing performance. Prosodiya includes innovative and evidence-based interventions that focus on improving the awareness of linguistic features related to syllable stress. We report the results of a pilot study of a preliminary version of the game. Results indicate that the children enjoyed playing the game, that their motivation was maintained, and that they wanted more levels.

Zusammenfassung. Die integrative Lerntherapie ist eine adäquate Hilfeform bei Lernstörungen. Sie nutzt wissenschaftliche Erkenntnisse aus der Psychologie und Medizin, den Fachdidaktiken und der Pädagogik sowie der Linguistik und der Mathematik. Kinder, Jugendliche und Erwachsene mit Lernstörungen haben erhebliche Schwierigkeiten beim Erwerb der Schriftsprache und/oder Mathematik. Da Lesen, Schreiben und Rechnen Schlüsselkompetenzen für die gesamte weitere Lernentwicklung sind, sind die Lern- und Bildungsbiografie sowie die gesunde Persönlichkeitsentwicklung der Betroffenen in hohem Maße gefährdet. Sie benötigen eine passende Hilfe, welche die integrative Lerntherapie bietet. Im vorliegenden Beitrag werden die Therapieform sowie deren Komponenten beschrieben. Der Beitrag dient der Etablierung der integrativen Lerntherapie als Behandlungskonzept bei Lernstörungen sowie als Grundlage der interdisziplinären Diskussion sowie der Forschung im Bereich Lernstörungen.

Developmental dyslexia is one of the most frequent learning disorders and affects 4-10 % of the German population. The learning disorder affects educational, personal, and social development of children in a negative way. We examine three different approaches to treat learning disorders. That is, therapeutic, computer-based, and digital game-based interventions. We reflect on the advantages and disadvantages of these approaches that have been shown to be supportive for dyslexic primary-school children. Our literature review shows that there is a lack of digital game-based interventions for the treatment of spelling disorders. To fill this gap, we propose such a mobile serious game which uses evidence-based trainings and introduces novel features in order to help dyslexic children to improve their reading and spelling performance. We propose an intervention to train awareness of syllable stress and explore the innovative use of mouth motor activities and embodied trainings. To conclude, we suggest that, in addition to traditional approaches, digital-game based approaches should be used supplementary to (re-) engage and motivate learners.

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