Computer-Assisted Remedial Reading Intervention for School Beginners at Risk for Reading Disability
Abstract
The aim of the longitudinal study was to investigate whether a computer application designed for remedial reading training can enhance letter knowledge, reading accuracy, fluency, and spelling of at-risk children. The participants, 7-year-old Finnish school beginners (N = 166), were assigned to 1 of 3 groups: (a) regular remedial reading intervention (n = 25), (b) computer-assessed reading intervention (n = 25), and (c) mainstream reading instruction (n = 116). Based on the results, computer-assisted remedial reading intervention was highly beneficial, whereas regular type of intervention was less successful. The results indicated that at-risk children require computer-based letter–name and letter–sound training to acquire adequate decoding and spelling skills, and to reach the level of their non-at-risk peers.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Saine et al. found that additional GraphoGame intervention produced significant improvements over regular phonics-based remedial training in letter knowledge, decoding, accuracy, fluency, and spelling, with effect sizes between 0.22 and 2.08.
“The results showed that the additional GG intervention produced significant improvements over and above the regular phonics-based remedial training not only in letter knowledge, decoding, and accuracy, but also in fluency and spelling (the effect sizes varied between 0.22 and 2.08).”
From Testing the Effects of GraphoGame Against a Computer-Assisted Math Intervention in Primary School (2022) · cites this paper as Saine et al., 2011
Cited by
Sorted by citations
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
Dietrichson, J., Filges, T., Seerup, J. K., Klokker, R. H., Viinholt, B. C. A., Bøg, M., & Eiberg, M. (2021) · Campbell Systematic Reviews: Better Evidence for a Better World · doi:10.1002/cl2.1152 · Cited by 54 · see citing works
Les outils numériques d’aide à l’apprentissage de la lecture
Lassault, J., & Ziegler, J. C. (2018) · Langue française · doi:10.3917/lf.199.0111 · Cited by 26 · 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
“In contrast to the impressive results of Saine et al. (2010, 2011), a recent meta-analysis by McTigue et al. (2020), which included 15 studies that used the GG intervention in 7 different languages (English, Polish, Spanish, German, Finnish, Portuguese, Kiswahili), came to a somewhat less…”
BackgroundResultSelf-citation
- Authors
- Saine, N. L., Lerkkanen, M.-K., Ahonen, T., Tolvanen, A., & Lyytinen, H.
- Affiliations
- University of Jyväskylä (FI)
- Corresponding author
- Saine, Nina L
- Venue
- Child Development
- Publisher
- Oxford University Press (OUP)
- Published
- 2011-05-01
- Volume
- 82
- Issue
- 3
- Pages
- 1013-1028
- ISSN
- 0009-3920 (ISSN-L)
- 1467-8624
- OpenAlex
- W2115821465
- Cited by
- 230
- References
- 0
- Citations by year
- 2026: 6 · 2025: 5 · 2024: 13 · 2023: 30 · 2022: 23 · 2021: 19 · 2020: 21 · 2019: 12 · 2018: 16 · 2017: 18 · 2016: 8 · 2015: 12 · 2014: 16 · 2013: 19 · 2012: 5
- FWCI
- 26.93
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Child Development (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Physical Sciences › Mathematics › Statistics and Probability › Cognitive and developmental aspects of mathematical skills
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Keywords
- remedial reading, reading disorders, vulnerable children, school beginners, letter knowledge, decoding, reading fluency, reading accuracy, spelling, early literacy
- MeSH terms
- Achievement, Child, Computer-Assisted Instruction, Dyslexia, Female, Finland, Humans, Longitudinal Studies, Male, Phonetics, Remedial Teaching, Risk Factors, Verbal Learning, Comprehension
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
