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This paper examines how primary aged children with reading difficulties attend to, understand and act upon different types of feedback within a digital literacy game. A systematic and structured video analysis of twenty‐six children's game play was carried out focussing on moments where children made an error and were followed by in‐game feedback. Our findings show that children benefited from outcome feedback, which supported an accurate interpretation of their game performance and prompted children to try again. In contrast, though the elaborative feedback attracted similar levels of attention, children struggled to understand the content, resulting in a reliance on implicit knowledge to correct their next response. Alongside identifying a set of new questions for future research, the study contributes a number of intrinsic and extrinsic recommendations for ensuring children with reading difficulties attend to and …