For children who may face reading difficulties, early intervention is a societal priority. However, early intervention requires early detection. While much research has approached the issue of identification through measuring component skills at single timepoints, an alternative is the utilisation of dynamic assessment. To this point, few initiatives have explored the potential for identification through progress data from play in digital literacy games. This study explored how well growth curves from progress data in a digital intervention can predict reading performance after gameplay compared to measuring component skills at a single timepoint (school entry). 137 six-year-old students played the digital Graphogame for 25 weeks. Latent growth curve analyses showed that variation in trajectories explained variation in literacy performance to a greater extent than risk status at school entry. Findings point to a potential for non-intrusive reading assessment in the application of a serious digital game in first grade.

对于可能面临阅读困难的儿童，早期干预是一项社会优先事项。但是，早期干预需要早期发现。尽管很多研究通过在单个时间点测量组件技能来解决标识问题，但另一种选择是利用动态评估。到目前为止，很少有计划探索通过数字扫盲游戏中的进度数据进行识别的潜力。这项研究探索了数字干预中来自进度数据的成长曲线如何预测游戏玩后的阅读效果，而不是在单个时间点（入学）衡量组件技能。137名6岁的学生玩了数字Graphogame，历时25周。潜伏增长曲线分析表明，轨迹的变化比入学时的风险状况更能说明读写能力的变化。研究结果表明，一年级严肃数字游戏的应用可能会进行非侵入式阅读评估。