Article published In:
Literacy Processes and Literacy Development
Edited by Pieter Reitsma and Ludo Verhoeven
[Written Language & Literacy 8:2] 2005
► pp. 79102
Cited by (29)

Cited by 29 other publications

Martínez, Camila, Natasha Maurits & Ben Maassen
2023. Graphogame intervention as a tool for early diagnosis of reading difficulties in Spanish-speaking children with developmental language disorder. Child Language Teaching and Therapy 39:1  pp. 16 ff. DOI logo
Oralbayeva, Nurziya, Aida Amirova, Anna CohenMiller & Anara Sandygulova
2022. Cognitive Learning and Robotics: Innovative Teaching for Inclusivity. Multimodal Technologies and Interaction 6:8  pp. 65 ff. DOI logo
Richter, Caroline G., Noam Siegelman, Kelly Mahaffy, Mark Van Den Bunt, Devin M. Kearns, Nicole Landi, John Sabatini, Kenneth Pugh & Fumiko Hoeft
2022. The impact of computer–assisted technology on literacy acquisition during COVID-19-related school closures: Group–level effects and predictors of individual–level outcomes. Frontiers in Psychology 13 DOI logo
Söderholm, Fiia, Kristiina Lappalainen, Leena Holopainen & Jaana Viljaranta
2022. The development of school burnout in general upper secondary education: the role of support and schoolwork difficulties. Educational Psychology 42:5  pp. 607 ff. DOI logo
Verhoeven, Ludo, Marinus Voeten & Eliane Segers
2022. Computer-assisted word reading intervention effects throughout the primary grades: A meta-analysis. Educational Research Review 37  pp. 100486 ff. DOI logo
Cen-Yagiz, Suzan & Berna Aytac
2021. An Ecocultural Perspective on Learning Disability: Evaluation of Familial and Cultural Factors and Presentation of an Integrated Model. In Dyslexia, DOI logo
McTigue, Erin M., Oddny Judith Solheim, Wendi K. Zimmer & Per Henning Uppstad
2020. Critically Reviewing GraphoGame Across the World: Recommendations and Cautions for Research and Implementation of Computer‐Assisted Instruction for Word‐Reading Acquisition. Reading Research Quarterly 55:1  pp. 45 ff. DOI logo
Mehringer, Hannah, Gorka Fraga-González, Georgette Pleisch, Martina Röthlisberger, Franziska Aepli, Vera Keller, Iliana I. Karipidis & Silvia Brem
2020. (Swiss) GraphoLearn: an app-based tool to support beginning readers. Research and Practice in Technology Enhanced Learning 15:1 DOI logo
Jamshidifarsani, Hossein, Samir Garbaya, Theodore Lim, Pierre Blazevic & James M. Ritchie
2019. Technology-based reading intervention programs for elementary grades: An analytical review. Computers & Education 128  pp. 427 ff. DOI logo
Klatte, Maria, Kirstin Bergström, Claudia Steinbrink, Marita Konerding & Thomas Lachmann
2018. Effects of the Computer-Based Training Program Lautarium on Phonological Awareness and Reading and Spelling Abilities in German Second-Graders. In Reading and Dyslexia [Literacy Studies, 16],  pp. 323 ff. DOI logo
Schmitt, Kelly L., Lisa B. Hurwitz, Laura Sheridan Duel & Deborah L. Nichols Linebarger
2018. Learning through play: The impact of web-based games on early literacy development. Computers in Human Behavior 81  pp. 378 ff. DOI logo
Rosas, Ricardo, José-Pablo Escobar, María-Paz Ramírez, Alejandra Meneses & Alejandra Guajardo
2017. Impact of a computer-based intervention in Chilean children at risk of manifesting reading difficulties / Impacto de una intervención basada en ordenador en niños chilenos con riesgo de manifestar dificultades lectoras. Infancia y Aprendizaje 40:1  pp. 158 ff. DOI logo
Geurts, Luc, Vero Vanden Abeele, Véronique Celis, Jelle Husson, Lieven Van den Audenaeren, Leen Loyez, Ann Goeleven, Jan Wouters & Pol Ghesquière
2015. DIESEL-X: A Game-Based Tool for Early Risk Detection of Dyslexia in Preschoolers. In Describing and Studying Domain-Specific Serious Games,  pp. 93 ff. DOI logo
Ojanen, Emma, Miia Ronimus, Timo Ahonen, Tamara Chansa-Kabali, Pamela February, Jacqueline Jere-Folotiya, Karri-Pekka Kauppinen, Ritva Ketonen, Damaris Ngorosho, Mikko Pitkänen, Suzanne Puhakka, Francis Sampa, Gabriel Walubita, Christopher Yalukanda, Ken Pugh, Ulla Richardson, Robert Serpell & Heikki Lyytinen
2015. GraphoGame – a catalyst for multi-level promotion of literacy in diverse contexts. Frontiers in Psychology 6 DOI logo
Vanden Abeele, Vero, Jan Wouters, Pol Ghesquière, Ann Goeleven & Luc Geurts
2015. Proceedings of the 2015 Annual Symposium on Computer-Human Interaction in Play,  pp. 331 ff. DOI logo
Pennala, Riitta, Ulla Richardson, Sari Ylinen, Heikki Lyytinen & Maisa Martin
2014. Computer game as a tool for training the identification of phonemic length. Logopedics Phoniatrics Vocology 39:4  pp. 149 ff. DOI logo
Ronimus, Miia, Janne Kujala, Asko Tolvanen & Heikki Lyytinen
2014. Children's engagement during digital game-based learning of reading: The effects of time, rewards, and challenge. Computers & Education 71  pp. 237 ff. DOI logo
Ronimus, Miia & Ulla Richardson
2014. Digital game-based training of early reading skills: overview of the GraphoGame method in a highly transparent orthography / Entrenamiento de habilidades de lectura tempranas basado en un juego digital: visión general del método GraphoGame en una ortografía altamente transparente. Estudios de Psicología 35:3  pp. 648 ff. DOI logo
Kyle, Fiona, Janne Kujala, Ulla Richardson, Heikki Lyytinen & Usha Goswami
2013. Assessing the Effectiveness of Two Theoretically Motivated Computer‐Assisted Reading Interventions in the United Kingdom: GG Rime and GG Phoneme. Reading Research Quarterly 48:1  pp. 61 ff. DOI logo
Blomert, Leo & Gonny Willems
2010. Is there a causal link from a phonological awareness deficit to reading failure in children at familial risk for dyslexia?. Dyslexia 16:4  pp. 300 ff. DOI logo
Kirby, John R., George K. Georgiou, Rhonda Martinussen & Rauno Parrila
2010. Naming Speed and Reading: From Prediction to Instruction. Reading Research Quarterly 45:3  pp. 341 ff. DOI logo
Scheltinga, Femke, Aryan van der Leij & Chris Struiksma
2010. Predictors of Response to Intervention of Word Reading Fluency in Dutch. Journal of Learning Disabilities 43:3  pp. 212 ff. DOI logo
2009. In search of a science‐based application: A learning tool for reading acquisition. Scandinavian Journal of Psychology 50:6  pp. 668 ff. DOI logo
Wilson, Anna J., Stanislas Dehaene, Ophélie Dubois & Michel Fayol
2009. Effects of an Adaptive Game Intervention on Accessing Number Sense in Low‐Socioeconomic‐Status Kindergarten Children. Mind, Brain, and Education 3:4  pp. 224 ff. DOI logo
Hintikka, Sini, Karin Landerl, Mikko Aro & Heikki Lyytinen
2008. Training reading fluency: is it important to practice reading aloud and is generalization possible?. Annals of Dyslexia 58:1  pp. 59 ff. DOI logo
Huemer (née Hintikka), Sini, Karin Landerl, Mikko Aro & Heikki Lyytinen
2008. Training reading fluency among poor readers of German: many ways to the goal. Annals of Dyslexia 58:2  pp. 115 ff. DOI logo
Leppänen, Ulla, Kaisa Aunola, Pekka Niemi & Jari-Erik Nurmi
2008. Letter knowledge predicts Grade 4 reading fluency and reading comprehension. Learning and Instruction 18:6  pp. 548 ff. DOI logo
Molfese, Victoria J., Dennis L. Molfese, Jennifer L. Beswick, Jill Jacobi-Vessels, Peter J. Molfese, Andrew E. Molnar, Mary C. Wagner & Brittany L. Haines
2008. Use of Event-Related Potentials to Identify Language and Reading Skills. Topics in Language Disorders 28:1  pp. 28 ff. DOI logo
Natale, Katja, Kaisa Aunola, Jari-Erik Nurmi, Anna-Maija Poikkeus, Paula Lyytinen & Heikki Lyytinen
2008. Mothers' Causal Attributions Concerning the Reading Achievement of Their Children With and Without Familial Risk for Dyslexia. Journal of Learning Disabilities 41:3  pp. 274 ff. DOI logo

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