Kast M., Baschera G.-M., et al., 2011, Annals of Dyslexia
To obtain a more in-depth insight into the factors relevant to learning progress, the study also analyzed cognitive ability, attention, and verbal memory. As in previous studies, a mixture of dyslexic and non-dyslexic children (see above) were assigned to two different training periods and trained for 15-20 minutes four times per week over a 12-week period.
The study showed that the revised version of the software led to a 54% improvement in the rate of learning progress compared to the older version. In particular, it showed that the children were able to significantly reduce the number of errors made in phoneme-grapheme mapping, on the basis of which the authors concluded that Grafari (Orthograph) effectively enhances a child's phonological understanding. This reduction in the number of phoneme-grapheme mapping errors was shown for both dyslexic and non-dyslexic children.
The ability to concentrate did not have a measurable influence on the children's progress. In fact, children with a lower ability to concentrate benefited particularly from the structured learning environment provided by Grafari (Orthograph).