A cluster randomized control field trial of the ABRACADABRA web-based literacy intervention: Replication and extension of basic findings.

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ID: 93517
2014
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Abstract
The present paper reports a cluster randomized control trial evaluation of teaching using ABRACADABRA (ABRA), an evidence-based and web-based literacy intervention (http://abralite.concordia.ca) with 107 kindergarten and 96 grade 1 children in 24 classes (12 intervention 12 control classes) from all 12 elementary schools in one school district in Canada. Children in the intervention condition received 10-12 hours of whole class instruction using ABRA between pre- and post-test. Hierarchical linear modeling of post-test results showed significant gains in letter-sound knowledge for intervention classrooms over control classrooms. In addition, medium effect sizes were evident for three of five outcome measures favoring the intervention: letter-sound knowledge (d = +.66), phonological blending (d = +.52), and word reading (d = +.52), over effect sizes for regular teaching. It is concluded that regular teaching with ABRA technology adds significantly to literacy in the early elementary years.
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Authors Piquette, Noella Angele;Savage, Robert Samuel;eAbrami, Philip;
Journal Frontiers in psychology
Year 2014
DOI
DOI not found
URL
http://journal.frontiersin.org/Journal/10.3389/fpsyg.2014.01413/full
Keywords
chemistry Medicine Information technology Science psychology communication. mass media history of russia. soviet union. former soviet republics internet randomized controlled trial intervention reading development elementary school educationpsychology

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