Article published In:
Literacy Processes and Literacy Development
Edited by Pieter Reitsma and Ludo Verhoeven
[Written Language & Literacy 8:2] 2005
► pp. 79102
Cited by

Cited by 29 other publications

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2008. Training reading fluency: is it important to practice reading aloud and is generalization possible?. Annals of Dyslexia 58:1  pp. 59 ff. DOI logo
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2008. Training reading fluency among poor readers of German: many ways to the goal. Annals of Dyslexia 58:2  pp. 115 ff. DOI logo
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2010. Naming Speed and Reading: From Prediction to Instruction. Reading Research Quarterly 45:3  pp. 341 ff. DOI logo
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2018. Effects of the Computer-Based Training Program Lautarium on Phonological Awareness and Reading and Spelling Abilities in German Second-Graders. In Reading and Dyslexia [Literacy Studies, 16],  pp. 323 ff. DOI logo
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2013. Assessing the Effectiveness of Two Theoretically Motivated Computer‐Assisted Reading Interventions in the United Kingdom: GG Rime and GG Phoneme. Reading Research Quarterly 48:1  pp. 61 ff. DOI logo
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2009. In search of a science‐based application: A learning tool for reading acquisition. Scandinavian Journal of Psychology 50:6  pp. 668 ff. DOI logo
Martínez, Camila, Natasha Maurits & Ben Maassen
2023. Graphogame intervention as a tool for early diagnosis of reading difficulties in Spanish-speaking children with developmental language disorder. Child Language Teaching and Therapy 39:1  pp. 16 ff. DOI logo
McTigue, Erin M., Oddny Judith Solheim, Wendi K. Zimmer & Per Henning Uppstad
2020. Critically Reviewing GraphoGame Across the World: Recommendations and Cautions for Research and Implementation of Computer‐Assisted Instruction for Word‐Reading Acquisition. Reading Research Quarterly 55:1  pp. 45 ff. DOI logo
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Molfese, Victoria J., Dennis L. Molfese, Jennifer L. Beswick, Jill Jacobi-Vessels, Peter J. Molfese, Andrew E. Molnar, Mary C. Wagner & Brittany L. Haines
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Natale, Katja, Kaisa Aunola, Jari-Erik Nurmi, Anna-Maija Poikkeus, Paula Lyytinen & Heikki Lyytinen
2008. Mothers' Causal Attributions Concerning the Reading Achievement of Their Children With and Without Familial Risk for Dyslexia. Journal of Learning Disabilities 41:3  pp. 274 ff. DOI logo
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Richter, Caroline G., Noam Siegelman, Kelly Mahaffy, Mark Van Den Bunt, Devin M. Kearns, Nicole Landi, John Sabatini, Kenneth Pugh & Fumiko Hoeft
2022. The impact of computer–assisted technology on literacy acquisition during COVID-19-related school closures: Group–level effects and predictors of individual–level outcomes. Frontiers in Psychology 13 DOI logo
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2014. Children's engagement during digital game-based learning of reading: The effects of time, rewards, and challenge. Computers & Education 71  pp. 237 ff. DOI logo
Ronimus, Miia & Ulla Richardson
2014. Digital game-based training of early reading skills: overview of the GraphoGame method in a highly transparent orthography / Entrenamiento de habilidades de lectura tempranas basado en un juego digital: visión general del método GraphoGame en una ortografía altamente transparente. Estudios de Psicología 35:3  pp. 648 ff. DOI logo
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2017. Impact of a computer-based intervention in Chilean children at risk of manifesting reading difficulties / Impacto de una intervención basada en ordenador en niños chilenos con riesgo de manifestar dificultades lectoras. Infancia y Aprendizaje 40:1  pp. 158 ff. DOI logo
Scheltinga, Femke, Aryan van der Leij & Chris Struiksma
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Schmitt, Kelly L., Lisa B. Hurwitz, Laura Sheridan Duel & Deborah L. Nichols Linebarger
2018. Learning through play: The impact of web-based games on early literacy development. Computers in Human Behavior 81  pp. 378 ff. DOI logo
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Vanden Abeele, Vero, Jan Wouters, Pol Ghesquière, Ann Goeleven & Luc Geurts
2015. Proceedings of the 2015 Annual Symposium on Computer-Human Interaction in Play,  pp. 331 ff. DOI logo
Verhoeven, Ludo, Marinus Voeten & Eliane Segers
2022. Computer-assisted word reading intervention effects throughout the primary grades: A meta-analysis. Educational Research Review 37  pp. 100486 ff. DOI logo
Wilson, Anna J., Stanislas Dehaene, Ophélie Dubois & Michel Fayol
2009. Effects of an Adaptive Game Intervention on Accessing Number Sense in Low‐Socioeconomic‐Status Kindergarten Children. Mind, Brain, and Education 3:4  pp. 224 ff. DOI logo

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