Inattention and Response to the ABRACADABRA Web-Based Literacy Intervention

Autor/inn/en	Deault, Louise; Savage, Robert; Abrami, Philip
Titel	Inattention and Response to the ABRACADABRA Web-Based Literacy Intervention
Quelle	In: Journal of Research on Educational Effectiveness, 2 (2009) 3, S.250-286 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
Schlagwörter	Foreign Countries; Grade 1; Reading Difficulties; Reading Ability; Reading Instruction; At Risk Students; Intervention; Internet; Web Based Instruction; Attention; Attention Control; Attention Deficit Hyperactivity Disorder; Reading Skills; Phonics; Effect Size; Reading Comprehension; Canada + Suchen Sie Ihr Suchwort? Ausland; School year 01; 1. Schuljahr; Schuljahr 01; Reading difficulty; Leseschwierigkeit; Reading competence; Lesekompetenz; Leseunterricht; Web Based Training; Aufmerksamkeit; Aufmerksamkeitstest; Reading skill; Lesefertigkeit; Leseverstehen; Kanada
Abstract	Inattention is often associated with reduced response to reading intervention. This study explored attention as a predictor of individual variation in response to a free-access Web-based literacy intervention, ABRACADABRA (http://abralite.concordia.ca) in typical Grade 1 children. A randomized control design was used to contrast two interventions, a phoneme-based Synthetic and a rime-based Analytic Phonics approach, against a regular classroom control condition. Attention measured by parent ratings and a sustained attention task, was correlated with reading. Attention also predicted growth in blending and reading comprehension for students receiving only regular classroom teaching. However, in the most successful intervention, Synthetic Phonics, attention no longer predicted reading outcome. An omnibus analysis of effect sizes that combined all attention measures across all areas of literacy attainment improved by ABRCADABRA confirmed that there were significant differences between the regular classroom teaching control and the synthetic phonics intervention: Attention predicted significantly more variance in attainment in the control condition. These results suggest that the computer-based literacy intervention, ABRACADABRA, can influence the associations between literacy and attention and may support students at risk of reading and attention difficulties. (Contains 3 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10