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• Effects of the Portuguese GraphoGame on Reading, Spelling, and Phonological Awareness in Second Graders Struggling to Read 

  Carvalhais, Lénia; Limpo, Teresa; Richardson, Ulla; Castro, São Luís (Universiteit Antwerpen, 2020)

  The interest in computer-assisted interventions to promote literacy has increased over the years. In this study, we developed the Portuguese version of the GraphoGame Fluent and tested its effects on reading, spelling, and ...

• Brain-Related Research as a Support Mechanism to Help Learners to Acquire Full Literacy 

  Lyytinen, Heikki; Louleli, Natalia (MDPI AG, 2023)

  Possibly some of the most important skills that one can have are those needed to become fully literate. We all wish our children to reach such a goal. Unfortunately, the focus of attention in reading research has been on ...

• A computer‐based Pinyin intervention for disadvantaged children in China : Effects on Pinyin skills, phonological awareness, and character reading 

  Li, Yixun; Chen, Xi; Li, Hong; Sheng, Xiaotian; Chen, Liu; Richardson, Ulla; Lyytinen, Heikki (John Wiley & Sons, 2020)

  Pinyin is an alphabetic script that denotes pronunciations of Chinese characters. Studies have shown that Pinyin instruction enhances both phonological awareness (e.g., Shu et al., Developmental Science, 2008, 11, 171–181) ...

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

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

• Supporting struggling readers with digital game-based learning 

  Ronimus, Miia; Eklund, Kenneth; Pesu, Laura; Lyytinen, Heikki (Springer US, 2019)

  This study investigates the effectiveness of a digital game—GraphoLearn (GL)—in supporting second-grade students who have persistent difficulties with acquiring accurate and fluent reading skills. The participants (N = 37) ...