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). Testing the Effects of GraphoGame Against a Computer-Assisted Math Intervention in Primary School. Scientific Studies of Reading, 26(6), 449-468. https://doi.org/10.1080/10888438.2022.2052884
Published inScientific Studies of Reading
© 2022 The Author(s). Published with license by Taylor & Francis Group, LLC
Purpose This study was designed to assess the efficiency of a French version of GraphoGame (GG) against an equally engaging math intervention (Fiete Math, FM) in a large school sample of children from socioeconomically disadvantaged neighborhoods in grade 1 (N = 921). Method The intervention was implemented in two different cohorts who used GG or FM for about four months four times a week for 30 minutes. Gains in reading and mathematics were assessed before and after intervention. Given the nested nature of the data, results were analyzed using hierarchical linear mixed effect models with intervention and initial pretest level as fixed effects and individuals and classes as random effects. Results We found positive intervention effects of GG on phoneme awareness (effect size, ES = 0.23), orthographic choice (ES = 0.27) and word reading fluency (ES = 0.18). FM had a significant effect on math achievement (ES = 0.28) but not number comparison. Correlations between intervention gains and game variables (overall accuracy, number of levels played) suggest that the effects of GG were specific. Conclusions Positive effects for focused digital reading and math interventions were found in a large school sample of children from socially disadvantaged neighborhoods. ...
PublisherTaylor & Francis
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Additional information about fundingThis research has been supported by the French National Agency for Research (ANR) through the GraphoGame project (ANR-13-APPR-0003), the eFRAN Lemon project, the Institute of Convergence ILCB (ANR-16-CONV-0002) and the Excellence Initiative of Aix-Marseille University A*MIDEX (ANR-11-IDEX-0001-02). The work that led to this publication has also been supported by AMPIRIC, a center of excellence on research in education and teacher training. ...
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