You are here:

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

, , , Centre for the Study of Learning and Performance, Canada

Journal of Interactive Learning Research Volume 26, Number 4, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

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:
• Phonics: g+ = 0.150, (k = 17, N = 914), p < .05;
• Phonemic Awareness: g+ = 0.323, (k = 19, N = 1550), p < .001;
• Reading Fluency: g+ = 0.082, (k = 5, N = 1522), p > .05 (ns);
• Reading Comprehension: g+ = 0.087, (k = 5, N = 923), p > .05 (ns);
• Listening Comprehension: g+ = 0.430, (k = 5, N = 846), p < .001;
• Vocabulary Knowledge: g+ = 0.031, (k = 14, N = 964), p > .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.

Citation

Abrami, P., Borohkovski, E. & Lysenko, L. (2015). The Effects of ABRACADABRA on Reading Outcomes: A Meta-analysis of Applied Field Research. Journal of Interactive Learning Research, 26(4), 337-367. Waynesville, NC: Association for the Advancement of Computing in Education (AACE). Retrieved February 19, 2019 from .

Keywords

View References & Citations Map

References

  1. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, nJ: Earlbaum. Comaskey, E., savage, R., & Abrami, P.C. (2009). A randomized efficacy study of web-based synthetic and analytic programmes among disadvantaged ur-ban kindergarten children. Journal of Research in Reading, 32(1), 92-108.
  2. Cowen, J.E. (2003). A balanced approach to beginning reading instruction: A synthesis of six major U.S. Research studies. Newark, dE: international reading Association.
  3. Juel, C. (1988). Learning to read and write: A longitudinal study of fifty-four children from first through fourth grades. Journal of Educational Psychology, 80(4), 437-447. , Y., & Dunleavy, E. (2007). Literacy in everyday life: Results from the 2003 National Assessment of Adult Literacy (nCEs 2007-480). National Center for Education statistics, institute of Education sciences, U.S. Department of Education. Washington, dC.
  4. Williams, K.T. (2001). Group Reading Assessment and Diagnostic Evaluation (GRADE). Circle Pines, mn: American guidance service (Ags, inc.). Wolgemuth, J., helmer, J., Emmett, S., bottrell, C., lea, T., bartlett, C., … harper, H. (2010). ABRACADABRA! (ABRA) early childhood literacy project: A quasi-experimental study of the ABRA literacy software in Northern Territory indigenous classrooms (Annual report no. 2). Darwin, nT: Charles darwin university.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.

View References & Citations Map

Cited By

  1. Studying the Effectiveness of an Online Language Learning Platform in China

    Ryan Baker, University of Pennsylvania, United States; Feng Wang & Zhenjun Ma, Learnta Inc., China; Wei Ma, Institute of Statistics and Big Data, Renmin University of China, China; Shiyue Zheng, Teachers College Columbia University, United States

    Journal of Interactive Learning Research Vol. 29, No. 1 (January 2018) pp. 5–24

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.