Assessing the Effectiveness of Two Theoretically Motivated Computer‐Assisted Reading Interventions in the United Kingdom: GG Rime and GG Phoneme
Abstract
We report an empirical comparison of the effectiveness of two theoretically motivated computer‐assisted reading interventions (CARI) based on the Finnish GraphoGame CARI: English GraphoGame Rime (GG Rime) and English GraphoGame Phoneme (GG Phoneme). Participants were 6–7‐year‐old students who had been identified by their teachers as being relatively poor at reading. The students were divided into three groups. Two of the groups played one of the games as a supplement to normal classroom literacy instruction for five sessions per week for a period of 12 weeks. The third group formed an untreated control. Both games led to gains in reading, spelling, and phonological skills in comparison with the untreated control group. The two interventions also had some differential effects. The intervention gains were maintained at a four‐month follow‐up.
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For less transparent writing systems such as English and French, it is necessary to introduce and train mappings at various grain sizes including graphemes, syllables, rimes, whole words, and sentences.
“it is necessary for the acquisition of less transparent writing systems (such as English and to a lesser extent French) to introduce and train these mappings at various grain sizes including graphemes, syllables, rimes, whole words and even sentences”
From Testing the Effects of GraphoGame Against a Computer-Assisted Math Intervention in Primary School (2022) · cites this paper as Kyle et al., 2013
Cites
Foundation literacy acquisition in European orthographies
Seymour, P. H. K., Aro, M., Erskine, J. M., & collaboration with COST Action A8 network (2003) · British Journal of Psychology · doi:10.1348/000712603321661859 · Cited by 2,601 · see citing works
The special role of rimes in the description, use, and acquisition of English orthography.
Treiman, R., Mullennix, J., Bijeljac-Babic, R., & Richmond-Welty, E. D. (1995) · Journal of Experimental Psychology: General · doi:10.1037/0096-3445.124.2.107 · Cited by 556 · see citing works
Beddington, J., Cooper, C. L., Field, J., Goswami, U., Huppert, F. A., Jenkins, R., Jones, H. S., Kirkwood, T. B. L., Sahakian, B. J., & Thomas, S. M. (2008) · Nature · doi:10.1038/4551057a · Cited by 554 · see citing works
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Ronimus, M., Kujala, J., Tolvanen, A., & Lyytinen, H. (2014) · Computers & Education · doi:10.1016/j.compedu.2013.10.008 · Cited by 203 · see citing works
Self-citationMcTigue, E. M., Solheim, O. J., Zimmer, W. K., & Uppstad, P. H. (2020) · Reading Research Quarterly · doi:10.1002/rrq.256 · Cited by 113 · see citing works
Kim, J., Gilbert, J., Yu, Q., & Gale, C. (2021) · AERA Open · doi:10.1177/23328584211004183 · Cited by 102 · see citing works
Testing the Effects of GraphoGame Against a Computer-Assisted Math Intervention in Primary School
Lassault, J., Sprenger-Charolles, L., Albrand, J.-P., Alavoine, E., Richardson, U., Lyytinen, H., & Ziegler, J. C. (2022) · Scientific Studies of Reading · doi:10.1080/10888438.2022.2052884 · Cited by 20 · see citing works
“Over the past years, GG has been implemented and tested in many languages, such as German (Brem et al., 2010; Huemer et al., 2008), English (Kyle et al., 2013), Portuguese (Carvalhais et al., 2018) or Spanish (Rosas et al., 2017).”
BackgroundInfluentialSelf-citation
- Authors
- Kyle, F., Kujala, J., Richardson, U., Lyytinen, H., & Goswami, U.
- Affiliations
- University of Cambridge (GB)
- University of Jyväskylä (FI)
- Venue
- Reading Research Quarterly
- Publisher
- Wiley
- Published
- 2013-01
- Volume
- 48
- Issue
- 1
- Pages
- 61-76
- ISSN
- 0034-0553 (ISSN-L)
- 1936-2722
- OpenAlex
- W2095721077
- Cited by
- 168
- References
- 3
- Citations by year
- 2026: 6 · 2025: 6 · 2024: 10 · 2023: 25 · 2022: 13 · 2021: 13 · 2020: 17 · 2019: 9 · 2018: 10 · 2017: 19 · 2016: 8 · 2015: 14 · 2014: 13 · 2013: 4
- FWCI
- 26.89
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Reading Research Quarterly (publishedVersion)
- City Research Online (City University London) (acceptedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
- Keywords
- reading difficulties, early literacy, spelling, phonological skills, game-based learning, intervention effectiveness, children aged 6-7
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