A randomized controlled trial study of the ABRACADABRA reading intervention program in grade 1.

Savage, Robert; Abrami, Philip C.; Hipps, G. Melvin; Deault, Louise

doi:10.1037/a0014700

Cited by 63 publications

(52 citation statements)

References 81 publications

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“…The effect size for this comparison was large (η 2 =.14), which is all the more promising given the 'at risk' nature of much of our sample (students in remote communities with low attendance who receive less than ideal literacy instruction). The finding of the largest effects on phonological awareness is consistent with previous studies on ABRACADABRA in Canada (Comaskey et al, 2009;Savage et al, 2009) and may be somewhat explained by the training that emphasised ABRACADABRA's use for phonological awareness instruction.…”

Section: Discussionsupporting

confidence: 81%

Using computer-based instruction to improve Indigenous early literacy in Northern Australia: A quasi-experimental study

Wolgemuth

Savage

Helmer

et al. 2011

AJET

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The effectiveness of a web-based reading support tool, ABRACADABRA, to improve the literacy outcomes of Indigenous and non-Indigenous students was evaluated over one semester in several Northern Territory primary schools in 2009. ABRACADABRA is intended as a support for teachers in the early years of schooling, giving them a friendly, game and evidence-based tool to reinforce their literacy instruction. The classroom implementation of ABRACADABRA by briefly trained and intensively supported teachers was evaluated using a quasi-experimental pretest, post-test control group design with 118 children in the intervention and 48 in the control. Children received either a minimum of 20 hours of technology-based intervention or regular classroom teaching. Results revealed both Indigenous and non-Indigenous students who received ABRACADABRA instruction had significantly higher phonological awareness scores than their control group peers. The effect size for this difference was large (η 2 =.14). This finding remained when controlling for student attendance and the quality of general non-technology-based literacy instruction. Limitations of the study and implications for effective practice in remote and regional contexts are discussed.

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Section: Discussionsupporting

confidence: 81%

Using computer-based instruction to improve Indigenous early literacy in Northern Australia: A quasi-experimental study

Wolgemuth

Savage

Helmer

et al. 2011

AJET

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“…Computers can help teachers diagnose reading difficulties, individualize instruction, engage children's attention with dynamic activities, increase implementation fidelity (including through the use of embedded multimedia support for teachers and students), provide instant and consistent feedback, track children's progress, and provide ongoing reports for tutors and teachers (Klein, Nir-Gal, & Darom, 2000). Savage, Abrami, Hipps, and Deault (2009) have developed and carried out a randomized evaluation of ABRACADABRA-a Web-based, multimedia early literacy tool that promotes skills in alphabetics, fluency, comprehension, and writing. Unlike traditional CAI, ABRACADABRA is used in regular reading classes and is fully integrated with other teaching methods.…”

Section: Research Base For Team Alphiementioning

confidence: 99%

Small-Group, Computer-Assisted Tutoring to Improve Reading Outcomes for Struggling First and Second Graders

Chambers

Slavin

Madden

et al. 2011

The Elementary School Journal

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JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org.. The University of Chicago Press is collaborating with JSTOR to digitize, preserve and extend access to The Elementary School Journal. This study evaluated the relative effects of Tier II computer-assisted tutoring in small groups (Team Alphie) and one-to-one tutoring provided to struggling readers in 33 high-poverty Success for All (SFA) schools.In this year-long study, struggling readers in the Team Alphie schools were tutored in groups of 6. In the control schools, students were tutored using the standard oneto-one tutoring process used in SFA. Analyses of covariance of students' standardized reading scores indicated that the first-grade treatment group significantly outperformed the control group on all 3 reading measures, with no significant differences for second graders. Schools using Team Alphie were able to tutor many more students than the control schools. This study shows that a computer-assisted, small-group tutoring program may be at least as effective as one-to-one tutoring and serve more struggling readers. It may serve as a good example of Tier II instruction in a response to intervention (RTI) model.

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“…Mobile technology makes learning across time and contexts possible (Sharples et al, 2009). Past research has identified barriers and supports to integrating computer technology (e.g., Wood, Mueller, Willoughby, Specht, & DeYoung, 2005) and more recent studies have begun to explore how digital technologies support learning and how these technologies impact on learners within and beyond the classroom context (e.g., Lai et al, 2007;Savage, Abrami, Hipps, & Deault, 2009). Although this new research is beginning to provide answers regarding the impact of technology on learning and instruction, many questions are yet unanswered.…”

Section: Importance Originality Contribution To Knowledge and Relatmentioning

confidence: 99%

Examining Mobile Technology in Higher Education: Handheld Devices In and Out of the Classroom

Mueller

Wood

Pasquale

et al. 2012

IJHE

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This study followed an innovative introduction of mobile technology (i.e., BlackBerry ® devices) to a graduate level business program and documented students' use of the technology from the time students received the devices to the end of their first term of study. Students found the BlackBerry ® device easy to use, and were optimistic regarding its potential role as an instructional tool. Students were self-directed in their use of the devices and found ways to use them within and outside of their classroom even when specific uses were not provided by instructors. Students used their devices most frequently for communication purposes outside the classroom through applications such as BlackBerry Messenger. Overall, although supporting a modest positive view toward this initial introduction to mobile technology as a learning tool, classroom instructional use was more limited than student-directed use in and outside the classroom. A comprehensive examination of the instructional pedagogy that best supports the potential of mobile technology as a self-directed learning tool is necessary to address the limitations seen in this implementation.

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A randomized controlled trial study of the ABRACADABRA reading intervention program in grade 1.

Cited by 63 publications

References 81 publications

Using computer-based instruction to improve Indigenous early literacy in Northern Australia: A quasi-experimental study

Using computer-based instruction to improve Indigenous early literacy in Northern Australia: A quasi-experimental study

Small-Group, Computer-Assisted Tutoring to Improve Reading Outcomes for Struggling First and Second Graders

Examining Mobile Technology in Higher Education: Handheld Devices In and Out of the Classroom

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