A cluster randomized control field trial of the ABRACADABRA web-based reading technology: replication and extension of basic findings
Piquette-Tomei, Noëlla A.
Savage, Robert S.
Abrami, Philip C.
The present paper reports a cluster randomized control trial evaluation of teaching using ABRACADABRA (ABRA), an evidence-based and web-based literacy intervention (http://abralite.concordia.ca) with 107 kindergarten and 96 grade 1 children in 24 classes (12 intervention 12 control classes) from all 12 elementary schools in one school district in Canada. Children in the intervention condition received 10 - 12 h of whole class instruction using ABRA between pre- and post-test. Hierarchical linear modeling of post-test results showed significant gains in letter-sound knowledge for intervention classrooms over control classrooms. In addition, medium effect sizes were evident for three of five outcome measures favoring the intervention: letter-sound knowledge (d = +0.66), phonological blending (d = +0.52), and word reading (d = +0.52), over effect sizes for regular teaching. It is concluded that regular teaching with ABRA technology adds significantly to literacy in the early elementary years.
Sherpa Romeo green journal
Randomized controlled trial , Reading development , Web applications , Internet , Intervention , Elementary school education , Literacy
Piquette, N., Savage R.S., & Abrami, P.C. (2014). A cluster randomized control field of the ABRACADABRA web-based reading technology: replication and extension of basic findings. Frontiers in Psychology: Developmental Psychology, 5, 1413. doi: 10.3389/fpsyg.2014.01413