Using Computer-Based Instruction to Improve Indigenous Early Literacy in Northern Australia: A Quasi-Experimental Study

Autor/inn/en	Wolgemuth, Jennifer; Savage, Robert; Helmer, Janet; Lea, Tess; Harper, Helen; Chalkiti, Kalotina; Bottrell, Christine; Abrami, Phil
Titel	Using Computer-Based Instruction to Improve Indigenous Early Literacy in Northern Australia: A Quasi-Experimental Study
Quelle	In: Australasian Journal of Educational Technology, 27 (2011) 4, S.727-750 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Control Groups; Intervention; Phonological Awareness; Attendance; Foreign Countries; Emergent Literacy; Reading Instruction; Indigenous Populations; Quasiexperimental Design; Instructional Effectiveness; Web Based Instruction; Pretests Posttests; Intermode Differences; Educational Quality; Australia + Suchen Sie Ihr Suchwort? Anwesenheit; Ausland; Frühleseunterricht; Leseunterricht; Sinti und Roma; Unterrichtserfolg; Web Based Training; Quality of education; Bildungsqualität; Australien
Abstract	The effectiveness of a web-based reading support tool, ABRACADABRA, to improve the literacy outcomes of Indigenous and non-Indigenous students was evaluated over one semester in several Northern Territory primary schools in 2009. ABRACADABRA is intended as a support for teachers in the early years of schooling, giving them a friendly, game and evidence-based tool to reinforce their literacy instruction. The classroom implementation of ABRACADABRA by briefly trained and intensively supported teachers was evaluated using a quasi-experimental pretest, post-test control group design with 118 children in the intervention and 48 in the control. Children received either a minimum of 20 hours of technology-based intervention or regular classroom teaching. Results revealed both Indigenous and non-Indigenous students who received ABRACADABRA instruction had significantly higher phonological awareness scores than their control group peers. The effect size for this difference was large ([eta][superscript 2]=0.14). This finding remained when controlling for student attendance and the quality of general non-technology-based literacy instruction. Limitations of the study and implications for effective practice in remote and regional contexts are discussed. (Contains 1 figure and 5 tables.) (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10