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• Response to computer-assisted intervention in children most at risk for mathematics difficulties 

  Salminen, Jonna (University of Jyväskylä, 2015)

  Evidence of an association between poor early number skills and a high risk for later difficulties in mathematics manifests a need for both early identification of risk and effective prevention of difficulties. However, ...

• On the rocky road of reading : effects of computer-assisted reading intervention for at-risk children 

  Saine, Nina L. (University of Jyväskylä, 2010)

• Foundational English literacy development in India: a randomised-control trial using phonics instruction and GraphoLearn 

  Bora, Deepti; Patel, Priyanka; Psyridou, Maria; Ruotsalainen, Jenni; Richardson, Ulla; Torppa, Minna (2024)

  Foundational literacy is a key lever for achieving higher levels of learning and societal wellbeing. However, with an enrolment of over 250 million children in schools, India is currently challenged by learning deprivation. ...

• Digital solutions for multilingual learning environments : the case of GraphoGame™ adaptations in Kenya 

  Puhakka, Carol Suzanne Adhiambo (University of Jyväskylä, 2015)

• Influence of grade one Zambian teachers and GraphoGame on initial literacy acquisition : Lusaka district 

  Jere-Folotiya, Jacqueline (University of Jyväskylä, 2014)