The Effects of ABRACADABRA on Reading Outcomes: An Updated Meta-Analysis and Landscape Review of Applied Field Research

Autor/inn/en	Abrami, Philip C.; Lysenko, Larysa; Borokhovski, Eugene
Titel	The Effects of ABRACADABRA on Reading Outcomes: An Updated Meta-Analysis and Landscape Review of Applied Field Research
Quelle	In: Journal of Computer Assisted Learning, 36 (2020) 3, S.260-279 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lysenko, Larysa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12417
Schlagwörter	Meta Analysis; Evidence Based Practice; Multimedia Instruction; Reading Instruction; Reading Skills; Vocabulary Development; Outcomes of Education; Teaching Methods; Instructional Effectiveness; Phonemic Awareness; Student Characteristics; Research Design; Elementary School Students; Reading Research; Computer Assisted Instruction + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Multimediales Lernen; Leseunterricht; Reading skill; Lesefertigkeit; Wortschatzarbeit; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Forschungsdesign; Leseforschung; Computer based training; Computerunterstützter Unterricht
Abstract	ABRACADABRA (ABRA) is an evidence-based suite of interactive multimedia that engages learners in the development of core reading skills. This meta-analysis presents an update of the research evidence about the effectiveness of ABRA for elementary students. It reports 91 effect sizes in six reading-related outcomes for a sample of 7,388 students. Regardless of context and measurement type, the studies yielded positive effects of ABRA, ranging in magnitude from g+ = 0.080 for "Vocabulary Knowledge" to g+ = 0.378 for "Phonemic Awareness" and reaching statistical significance in four outcome categories. This meta-analysis adds to our understanding of the effectiveness of ABRA-based reading instruction by exploring factors of research design, ABRA design and implementation contexts, and various student characteristics and offers implications for instructional practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01