What is Grapho-Game?

It is a simple technology that uses smart-phones to enable pupils to learn reading and writing.

Who are the facilitators?

On the international level, SEKOMU has been working with Niilo-Mäki Institute and Jyväskylä University in Finland to train lecturers and teachers on how to use grapho-game to teach reading among children and adults. At the local level, SEKOMU trains district educational officers, ward executive officers, wards educational officers, village executive officers, village educational officers, head-teachers of primary schools, school teachers responsible for academic matters and teachers who teach Std. I to III.

What kind of equipment do we use in grapho-game?

Tablets or smart-phones of good quality are used.  Teachers who have been trained have the responsibility to train the pupils. During this time regular follow up are made by SEKOMU facilitators.

Who can benefit from graphogame?

Children with learning difficulties including those with learning disorders such as dyslexia, dysgraphia, slow learners, and pupils with cognitive disabilities such as Down’s syndrome. Also children with high functioning autism, emotional and behavioral challenges can benefit from grapho-game.

Adults who never attended school can also learn to read and write with the help of grapho-game technology.


Expert and Coordinator of GraphoGame in Tanzania: Dr. Damaris Ngorosho

21 individuals have participated in a training that included theory, practice and supervision in the schools on how to use GraphoGame-Kiswahili as an exceptionally well suited educational game for use in providing additional support for learning basic reading skills.


Topics facilitated in the workshop included:

(i) Reading ability – Poor readers versus those with learning disabilities

(ii) Reading in different types of writing systems (Orthographies)

(iii) Methods for teaching reading in transparent orthographies including Kiswahili

(iv) GG as a supplementary computer – based phonics learning game that promotes literacy development by teaching children to form letter-sound associations

 (v) Development of reading materials.


(i) GG practice: Participants were given an assignment of playing GG – measured according to length of exposure time an individual had played the game

(ii) GG players from the neighbourhood – participants were provided with a Tablet that had GG already installed in it and asked to recruit  as many players as possible from in and outside SEKOMU. The players had to practice GG as much as possible and the task was rated according to exposure time of the players

(iii) The participants also developed simple stories that will be compiled as reading materials for beginners.

GG supervision in the schools

The 21 participants were distributed to three primary schools (Mabughai, Shukilai and Mkuzi) that were included in a large pilot study. Their responsibilities and duties were: first, (by using tests Letter-sound identification, syllable and word identification and spelling tests) to identify standard one children at risk of developing reading difficulties. Secondly, together with standard one teachers, to conduct intervention to the children (using GG). The identified children played GG for three weeks before being re-tested to find out the effect of GG on their reading skills. Most of them were able to read and they are now in standard two and reading the materials developed during the workshops, during Bachelor degree classes at SEKOMU and any others material available in the schools.

GG adult class

SEKOMU has managed to establish an adult class at Kwemishai street, Kibohelo neighbourhood in Mabughai village where 12 women and one man are currently attending. The group includes those who dropped out of school because of various reasons.