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Julie Lassault, Liliane Sprenger-Charolles, Jean-Patrice Albrand, Edouard Alavoine, Ulla Richardson, Heikki Lyytinen & Johannes C. Ziegler. (2022) Testing the Effects of GraphoGame Against a Computer-Assisted Math Intervention in Primary School. Scientific Studies of Reading 26:6, pages 449-468.
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Leyla Hamis Liana, Salehe I. Mrutu & Leonard Mselle. (2024) Computer-assisted instruction for transparent language reading for K-3 learners with intellectual, developmental and learning disabilities: a systematic review with meta-analysis. Journal of Enabling Technologies 18:1, pages 28-49.
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Andrea Norman. (2023) Educational technology for reading instruction in developing countries: A systematic literature review. Review of Education 11:3.
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Toivo Glatz, Wim Tops, Elisabeth Borleffs, Ulla Richardson, Natasha Maurits, Annemie Desoete & Ben Maassen. (2023) Dynamic assessment of the effectiveness of digital game-based literacy training in beginning readers: a cluster randomised controlled trial. PeerJ 11, pages e15499.
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Paulina S. Arango, Jose P. Escobar, Pelusa Orellana, Andrés Aparicio, Katherine Strasser, Ricardo Rosas & Marcela Tenorio. (2023) Study of a set of reading precursors among Chilean children with Down syndrome. Frontiers in Psychology 14.
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Camila Martínez, Natasha Maurits & Ben Maassen. (2022) 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, pages 16-38.
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Ana Sucena, Ana Filipa Silva, Cristina Garrido & Cátia Marques. (2021) Reading Acquisition Software for Portuguese: Preliminary Results. Advances in Science, Technology and Engineering Systems Journal 6:5, pages 297-302.
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Mikel Ostiz-Blanco, Javier Bernacer, Irati Garcia-Arbizu, Patricia Diaz-Sanchez, Luz Rello, Marie Lallier & Gonzalo Arrondo. (2021) Improving Reading Through Videogames and Digital Apps: A Systematic Review. Frontiers in Psychology 12.
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Ana Sucena, Ana Filipa Silva & Cátia Marques. (2021) Promoting Foundation Reading Skills With At-Risk Students. Frontiers in Psychology 12.
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Heikki Juhani Lyytinen, Margaret Semrud-Clikeman, Hong Li, Kenneth Pugh & Ulla Richardson. (2021) Supporting Acquisition of Spelling Skills in Different Orthographies Using an Empirically Validated Digital Learning Environment. Frontiers in Psychology 12.
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Miia Ronimus, Kenneth Eklund, Jari Westerholm, Ritva Ketonen & Heikki Lyytinen. (2020) A mobile game as a support tool for children with severe difficulties in reading and spelling. Journal of Computer Assisted Learning 36:6, pages 1011-1025.
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Saeed S. Alqahtani. (2020) Technology-based interventions for children with reading difficulties: a literature review from 2010 to 2020. Educational Technology Research and Development 68:6, pages 3495-3525.
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Yixun Li, Xi Chen, Hong Li, Xiaotian Sheng, Liu Chen, Ulla Richardson & Heikki Lyytinen. (2020) A computer‐based Pinyin intervention for disadvantaged children in China: Effects on Pinyin skills, phonological awareness, and character reading. Dyslexia 26:4, pages 377-393.
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Mega Subramaniam, Natalie Pang, Shandra Morehouse & S. Nisa Asgarali-Hoffman. (2020) Examining vulnerability in youth digital information practices scholarship: What are we missing or exhausting?. Children and Youth Services Review 116, pages 105241.
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Carol Mesa, Dianne F. Newbury, Marysia Nash, Paula Clarke, Rosanne Esposito, Louise Elliott, Zulema De Barbieri, Ma. Angélica Fernández, Pia Villanueva, Charles Hulme & Margaret J. Snowling. (2020) The effects of reading and language intervention on literacy skills in children in a remote community: An exploratory randomized controlled trial. International Journal of Educational Research 100, pages 101535.
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Erin M. McTigue, Oddny Judith Solheim, Wendi K. Zimmer & Per Henning Uppstad. (2019) 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, pages 45-73.
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Hossein Jamshidifarsani, Samir Garbaya, Theodore Lim, Pierre Blazevic & James M. Ritchie. (2019) Technology-based reading intervention programs for elementary grades: An analytical review. Computers & Education 128, pages 427-451.
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Gustavo Zurita, Nelson Baloian, Oscar Jerez, Sergio Peñafiel & José A. Pino. 2018. Collaboration and Technology. Collaboration and Technology
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