Ulla Richardson
Biographic Data
| ID | 5971658 |
|---|---|
| NAME | Ulla Richardson |
| GIVEN NAMES | Ulla |
| FAMILY NAME | Richardson |
| SIGNATURE | RICHARDSON U |
| AFFILIATIONS | University of Jyväskylä |
| ORCID | 0000-0001-9181-5106 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 9 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Supporting Early Literacy and Reading Skills Development in Grade 1
This randomized control trial examined the contribution of teacher‐led phonics instruction and GraphoLearn‐Rime (GL‐Rime) to the development of English literacy and reading skills of Grade 1 level children in a low‐income context. Students ( N = 234) were randomly allocated into three groups. The Phonics only group ( n = 83) received phonics instruction from trained teachers. The Phonics+GL group ( n = 89) received GL‐Rime (computer‐assisted read…
Assessing the effectiveness of a game‐based phonics intervention for first and second grade English language learners in India
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 to aid the learning of English phonics. A cohort of 398 children (aged 6–7 years) who had participated in a recent randomised controlled trial (RCT) of GG Rime in the United Kingdom were studied. Half were randomly assigned to play GG Rime and the other half were assigned to Business As Usual (BAU). A se…
An Evaluation of the Efficacy of GraphoGame Rime for Promoting English Phonics Knowledge in Poor Readers
Here we report further analysis of data drawn from a Randomized Controlled Trial (RCT) run in the United Kingdom designed to evaluate the efficacy of an adaptive software game to aid the learning of English phonics, GraphoGame Rime. We evaluate the efficacy of GraphoGame Rime for the “top half” of players in the RCT, children aged 6 to 7 years who played above the group mean play progress point (95 children). We also analyse 3 sub-groupings of th…
Game learning analytics for understanding reading skills in transparent writing system
Serious games are designed to improve learning instead of providing only entertainment. Serious games analytics can be used for understanding and enhancing the quality of learning with serious games. One challenge in developing the computerized support for learning is that learning of skills varies between players. Appropriate algorithms are needed for analyzing the performance of individual players. This paper presents a novel clustering‐based p…
Exploring the cross-linguistic transfer of reading skills in Spanish to English in the context of a computer adaptive reading intervention
We explore the potential of a computer-adaptive decoding game in Spanish to increase the decoding skills and oral reading fluency in Spanish and English of bilingual students. Participants were 78 first-grade Spanish-speaking students attending bilingual programs in five classrooms in Texas. Classrooms were randomly assigned to the treatment (i.e., where students played Graphogame Spanish) for 16 weeks for ten minutes per day (n = 3) versus busin…
Reading Skills, Acquisition of
Assessing the Effectiveness of Two Theoretically Motivated Computer‐Assisted Reading Interventions in the United Kingdom
We report an empirical comparison of the effectiveness of two theoretically motivated computer‐assisted reading interventions ( CARI ) based on the Finnish GraphoGame CARI : English GraphoGame Rime ( GG Rime) and English GraphoGame Phoneme ( GG Phoneme). Participants were 6–7‐year‐old students who had been identified by their teachers as being relatively poor at reading. The students were divided into three groups. Two of the groups played one of…
The development of children at familial risk for dyslexia
Assessing the Effectiveness of Two Theoretically Motivated Computer‐Assisted Reading Interventions in the United Kingdom
We report an empirical comparison of the effectiveness of two theoretically motivated computer‐assisted reading interventions ( CARI ) based on the Finnish GraphoGame CARI : English GraphoGame Rime ( GG Rime) and English GraphoGame Phoneme ( GG Phoneme). Participants were 6–7‐year‐old students who had been identified by their teachers as being relatively poor at reading. The students were divided into three groups. Two of the groups played one of…
Exploring the cross-linguistic transfer of reading skills in Spanish to English in the context of a computer adaptive reading intervention
We explore the potential of a computer-adaptive decoding game in Spanish to increase the decoding skills and oral reading fluency in Spanish and English of bilingual students. Participants were 78 first-grade Spanish-speaking students attending bilingual programs in five classrooms in Texas. Classrooms were randomly assigned to the treatment (i.e., where students played Graphogame Spanish) for 16 weeks for ten minutes per day (n = 3) versus busin…
The development of children at familial risk for dyslexia
Assessing the Effectiveness of Two Theoretically Motivated Computer‐Assisted Reading Interventions in the United Kingdom
We report an empirical comparison of the effectiveness of two theoretically motivated computer‐assisted reading interventions ( CARI ) based on the Finnish GraphoGame CARI : English GraphoGame Rime ( GG Rime) and English GraphoGame Phoneme ( GG Phoneme). Participants were 6–7‐year‐old students who had been identified by their teachers as being relatively poor at reading. The students were divided into three groups. Two of the groups played one of…
Reading Skills, Acquisition of
Exploring the cross-linguistic transfer of reading skills in Spanish to English in the context of a computer adaptive reading intervention
We explore the potential of a computer-adaptive decoding game in Spanish to increase the decoding skills and oral reading fluency in Spanish and English of bilingual students. Participants were 78 first-grade Spanish-speaking students attending bilingual programs in five classrooms in Texas. Classrooms were randomly assigned to the treatment (i.e., where students played Graphogame Spanish) for 16 weeks for ten minutes per day (n = 3) versus busin…
An Evaluation of the Efficacy of GraphoGame Rime for Promoting English Phonics Knowledge in Poor Readers
Here we report further analysis of data drawn from a Randomized Controlled Trial (RCT) run in the United Kingdom designed to evaluate the efficacy of an adaptive software game to aid the learning of English phonics, GraphoGame Rime. We evaluate the efficacy of GraphoGame Rime for the “top half” of players in the RCT, children aged 6 to 7 years who played above the group mean play progress point (95 children). We also analyse 3 sub-groupings of th…
Game learning analytics for understanding reading skills in transparent writing system
Serious games are designed to improve learning instead of providing only entertainment. Serious games analytics can be used for understanding and enhancing the quality of learning with serious games. One challenge in developing the computerized support for learning is that learning of skills varies between players. Appropriate algorithms are needed for analyzing the performance of individual players. This paper presents a novel clustering‐based p…
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 to aid the learning of English phonics. A cohort of 398 children (aged 6–7 years) who had participated in a recent randomised controlled trial (RCT) of GG Rime in the United Kingdom were studied. Half were randomly assigned to play GG Rime and the other half were assigned to Business As Usual (BAU). A se…
Assessing the effectiveness of a game‐based phonics intervention for first and second grade English language learners in India
Supporting Early Literacy and Reading Skills Development in Grade 1
This randomized control trial examined the contribution of teacher‐led phonics instruction and GraphoLearn‐Rime (GL‐Rime) to the development of English literacy and reading skills of Grade 1 level children in a low‐income context. Students ( N = 234) were randomly allocated into three groups. The Phonics only group ( n = 83) received phonics instruction from trained teachers. The Phonics+GL group ( n = 89) received GL‐Rime (computer‐assisted read…
Reading and Literacy Development (8 works) · Literacy (7 works) · Psychology (7 works) · Linguistics (6 works) · Mathematics education (5 works) · Pedagogy (5 works) · Phonics (5 works) · Phonological awareness (5 works) · Child Development and Digital Technology (4 works) · Primary education (4 works)