The Effects of ABRACADABRA on Reading Outcomes: A Meta-Analysis of Applied Field Research

Autor/inn/en	Abrami, Philip; Borohkovski, Eugene; Lysenko, Larysa
Titel	The Effects of ABRACADABRA on Reading Outcomes: A Meta-Analysis of Applied Field Research
Quelle	In: Journal of Interactive Learning Research, 26 (2015) 4, S.337-367 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1093-023X
Schlagwörter	Foreign Countries; Kindergarten; Young Children; Computer Assisted Instruction; Reading Instruction; Computer Software; Randomized Controlled Trials; Quasiexperimental Design; Elementary School Students; Comparative Analysis; Control Groups; Experimental Groups; Effect Size; Phonics; Phonemic Awareness; Reading Fluency; Reading Comprehension; Listening Comprehension; Vocabulary Skills; Technology Uses in Education; Measures (Individuals); Emergent Literacy; Reading Tests; Achievement Tests; Meta Analysis; Literature Reviews; Australia; Canada; Hong Kong; Kenya; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Wide Range Achievement Test; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Ausland; Frühe Kindheit; Computer based training; Computerunterstützter Unterricht; Leseunterricht; Leseverstehen; Hörverständnis; Aktiver Wortschatz; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Messdaten; Frühleseunterricht; Lesetest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Meta-analysis; Metaanalyse; Australien; Kanada; Hongkong; Kenia
Abstract	This meta-analysis summarizes research on the effects of a comprehensive, interactive web-based software (AXXX) on the development of reading competencies among kindergarteners and elementary students. Findings from seven randomized control trials and quasi-experimental studies undertaken in a variety of contexts across Canada, Australia and Kenya were reviewed and analyzed. Comparing the experimental groups that used AXXX to the control groups exposed to regular literacy instruction, the studies produced sixty-five independent effect sizes in six outcome categories, as defined by the National Reading Panel (NRP, 2000). The average effects were: (1) Phonics: g+ = 0.150, (k = 17, N = 914), p < 0.05; (2) Phonemic Awareness: g+ = 0.323, (k = 19, N = 1550), p < 0.001; (3) Reading Fluency: g+ = 0.082, (k = 5, N = 1522), p > 0.05 (ns); (4) Reading Comprehension: g+ = 0.087, (k = 5, N = 923), p > 0.05 (ns); •Listening Comprehension: g+ = 0.430, (k = 5, N = 846), p < 0.001; and (5) Vocabulary Knowledge: g+ = 0.031, (k = 14, N = 964), p > 0.05 (ns). The random effects model non-independent weighted overall average effect was g+ = 0.191 (k = 65). All but one of the average effect size distributions were homogeneous, suggesting that the observed effects are generally representative of the impact that AXXX may have on novice readers. The paper concludes with a discussion of AXXX classroom uses including implementation fidelity and offers the implications of the findings for future research and development. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01