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Autor/inn/en | Savage, Robert; Abrami, Philip C.; Piquette, Noella; Wood, Eileen; Deleveaux, Gia; Sanghera-Sidhu, Sukhbinder; Burgos, Giovani |
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Titel | A (Pan-Canadian) Cluster Randomized Control Effectiveness Trial of the ABRACADABRA Web-Based Literacy Program |
Quelle | In: Journal of Educational Psychology, 105 (2013) 2, S.310-328 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-0663 |
DOI | 10.1037/a0031025 |
Schlagwörter | Foreign Countries; Educational Research; Research Design; Early Reading; Kindergarten; Grade 1; Grade 2; Intervention; Computer Assisted Instruction; Literacy; Internet; Experimental Groups; Control Groups; Program Implementation; Effect Size; Pretests Posttests; Instructional Effectiveness; Evidence; Program Effectiveness; Phoneme Grapheme Correspondence; Canada Ausland; Bildungsforschung; Pädagogische Forschung; Forschungsdesign; Frühlesen; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Computer based training; Computerunterstützter Unterricht; Alphabetisierung; Schreib- und Lesefähigkeit; Unterrichtserfolg; Evidenz; Kanada |
Abstract | This report describes a cluster randomized control trial (RCT) intervention study of the effectiveness of the ABRACADABRA (ABRA) Web-based literacy system using a classroom-level RCT intervention with 1,067 children in 74 kindergarten and Grade 1 or Grade 1/2 classrooms across Canada. The authors closely followed the CONSORT criteria for executing and reporting high-quality RCT studies. Well-trained teachers delivered the ABRA intervention to their regular classrooms for 20 hr per child over one full semester. At posttest, the ABRA intervention classroom showed significant advantages over controls in phonological blending ability, letter-sound knowledge and, marginally, for phoneme segmentation fluency. A secondary analysis exploring the effects of different levels of program implementation showed that with fidelity of implementation (80% of intervention teachers), advantages were evident at posttests in phonological blending, phoneme segmentation fluency, sight word reading, and letter-sound knowledge. It is concluded that ABRA is an effective resource for key skills associated with early reading. Implications for the role of both Web-based technologies and extended professional development for technology in aiding in the scale-up of evidence-based reading interventions are discussed. (Contains 2 figures and 5 tables.) (As Provided). |
Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |