ABRACADABRA aids Indigenous and non-Indigenous early literacy in Australia: Evidence from a multisite randomized controlled trial
Jennifer R. Wolgemuth, School for Social and Policy Research, Australia ; Robert Savage, Department of Educational and Counselling Psychology, Canada ; Janet Helmer, Helen Harper, Tess Lea, School for Social and Policy Research, Australia ; Phillip C. Abrami, Centre for the Study of Learning and Performance, Canada ; Adrienne Kirby, NHMRC Clinical Trials Centre, Australia ; Kalotina Chalkiti, School for Social and Policy Research, Australia ; Peter Morris, Jonathan Carapetis, Menzies School of Health Research, Australia ; William Louden, University of Western Australia, Australia
Computers & Education Volume 67, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd
In many western countries, identifiable populations of children read below age-expectations, and the need for effective interventions remains pressing. Indigenous populations across the globe tend to have reading outcomes lower than comparative general populations. This is a critical issue in Australia's Northern Territory where Indigenous students are far less likely to meet minimum reading standards. There is some evidence to suggest that computer-based instruction may be of particular benefit to struggling readers. To redress reading disparities between Indigenous and non-Indigenous students, a multisite single-blind randomized controlled trial to evaluate the efficacy of the ABRACADABRA web-based reading tool,
Wolgemuth, J.R., Savage, R., Helmer, J., Harper, H., Lea, T., Abrami, P.C., Kirby, A., Chalkiti, K., Morris, P., Carapetis, J. & Louden, W. (2013). ABRACADABRA aids Indigenous and non-Indigenous early literacy in Australia: Evidence from a multisite randomized controlled trial. Computers & Education, 67(1), 250-264. Elsevier Ltd.