Within the GL group, word-reading and spelling gains were larger during the intervention than during the follow-up period¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Word reading gain during training exceeded gain during follow-up, with a large effect size (d = 1.51). → Ronimus 2019 q3 i? Spelling gain during training exceeded gain during follow-up, with a large effect size (d = 1.27). → 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

Paired samples t tests comparing pre–post and post–follow-up gain scores within the training group (n = 17). Word reading: t(16) = 3.80, p = .002, d = 1.51; spelling: t(16) = 2.84, p = .012, d = 1.27 (Table 2). No significant difference in reading fluency (p = .441); reading comprehension was close to significant (p = .066).

"the gain during the training period was significantly larger than during the follow-up period, and the effect size was above 0.80, which can be considered large according to Cohen (1988)"

Discussion¶

Related Claims¶

• A 6-week GraphoLearn intervention produced faster word-reading development in second-grade struggling readers than school-provided support alone — related
• Transfer to untrained words occurs for spelling but not for reading outcomes — related
• Higher adult-observed cognitive engagement during GL play was related to larger gains in word reading and reading fluency — related