A Follow-Up Study of the ABRACADABRA Web-Based Literacy Intervention in Grade 1

Autor/inn/en	Di Stasio, Maria Rosaria; Savage, Robert; Abrami, Philip C.
Titel	A Follow-Up Study of the ABRACADABRA Web-Based Literacy Intervention in Grade 1
Quelle	In: Journal of Research in Reading, 35 (2012) 1, S.69-86 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/j.1467-9817.2010.01469.x
Schlagwörter	Intervention; Kindergarten; Phonics; Reading Comprehension; Phonemes; Grade 1; Followup Studies; Phonemic Awareness; Control Groups; Experimental Groups; Pretests Posttests; Web Based Instruction; Effect Size + Suchen Sie Ihr Suchwort? Leseverstehen; Fonem; School year 01; 1. Schuljahr; Schuljahr 01; Follow-up studies; Kontaktstudium; Web Based Training
Abstract	This paper reports the follow-up of a randomised control trial study of the ABRACADABRA web-based literacy intervention that contrasted synthetic versus analytic phonics (Comaskey, Savage & Abrami, 2009) in kindergarten children from urban low-SES backgrounds. Participants who received a "synthetic" phonics+phoneme awareness training (n = 26) or an "analytic" phonics+phoneme awareness training literacy intervention (n = 27) were tested on standard measures of literacy 1 year later. Results revealed a significant main effect (p less than 0.01) for the analytic group performing better on passage reading comprehension. Modest advantages for children who received the analytic phonics programme were evident. We obtained an effect size favourably comparable with other studies, after adjusting for intervention duration (ES = 0.41). It is concluded that analytic phonics programmes may provide modest but significant sustained advantages in literacy for kindergarten children from low-SES backgrounds. (Contains 1 figure, 3 tables and 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10