Question 4: assessment tools
Word reading fluency)
Our fourth research question asked whether an assessment of literacy skills by means of a dynamic assessment that is fully integrated into the game, allows us to identify the response to intervention more reliably than traditional pen-and-paper tests. For the assessment of reading fluency, we found intervention effects and group differences with a conventional 1-min reading, pen-and-paper test (see Results of Word reading fluency), which the in-game assessment did not capture (see Results of Written lexical decision). In contrast, we were able to show the advantage of obtaining in-game data of letter-sound knowledge at the item level. Analysing single-trial data showed that children who played the literacy game made more pronounced progress than their peers who played the math game or who did not play any game (see Results of Timed letter-sound identification), whereas analysing aggregated data of the same task (