A 6-week GraphoLearn intervention produced faster word-reading development in second-grade struggling readers than school-provided support alone¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person
Design limits · Ronimus 2019: groups were assigned but students were analysed as independent (read from the study by two models, 2026-10-28)

Subclaims¶

q3 i? The GL training group developed faster in word reading than the control group over the intervention period. → Ronimus 2019

Evidence¶

Ronimus 2019¶

Ronimus, M., Eklund, K., Pesu, L., & Lyytinen, H. (2019). Supporting struggling readers with digital game-based learning. Education Tech Research Dev, 67, 639–663. https://doi.org/10.1007/s11423-019-09658-3

q3 · i? · causal · r2

Mixed-design ANOVA on the word reading composite in an RCT with 17 GL and 20 control second graders. The time × group interaction was significant (F(1, 35) = 5.46, p = .025, "the time × group interaction" significant), and an independent samples t test on difference scores showed "the training group developed faster than the control group t(35) = 2.37, p < .05".

"the main effect of time was significant, F(1, 35) = 122.03, p < .001, /u1D7022 p = .78 , as was the time × group interaction, F(1, 35) = 5.46, p = .025, /u1D7022 p = .14"

Discussion¶

Related Claims¶

• Within the GL group, word-reading and spelling gains were larger during the intervention than during the follow-up period — related
• Training location (home, school, or both) did not affect GL learning gains — related
• Higher adult-observed cognitive engagement during GL play was related to larger gains in word reading and reading fluency — related