Neurocognitive Predictors of Response to Intervention With GraphoGame Rime

This study explores the neurocognitive predictors of response to intervention with GraphoGame Rime (GG Rime), an adaptive software game designed aid learning English phonics. A cohort 398 children (aged 6–7 years) who had participated in a recent randomised controlled trial (RCT) GG United Kingdom were studied. Half randomly assigned play and other half Business As Usual (BAU). series pretests given prior all participants, measure phonological awareness skills, executive function (EF) skills ability synchronise finger tapping rhythmic beat. Rhythmic synchronisation has been linked reading readiness early attainment, is related awareness. Individual differences three types significantly associated progression through game. Gender was also important for game, boys progressing further than girls. Vocabulary not predictor Playing time, synchronisation, EF did differ by gender. Once playing time non-verbal cognitive controlled, awareness, EF, gender remained significant In analyses comparing these predictors, their interactions controlling autoregressor responsiveness phonics instruction, phoneme strongest unique predictors. Analyses whole (analysing BAU independently) showed that measures contributed progress spelling over school year. We conclude individual predict which will benefit most from computer assisted interventions like Rime. Further, respond better this computerised Accordingly, be maximally beneficial poor readers, supplementary use addition ongoing classroom literacy instruction could especially targeted boys, but should accompanied focus on developing both oral skills.