ABRACADABRA aids Indigenous and non-Indigenous early literacy in Australia: Evidence from a multisite randomized controlled trial

Wolgemuth, Jennifer R.; Savage, Robert; Helmer, Janet; Harper, Helen; Lea, Tess; Abrami, Phillip C.; Kirby, Adrienne; Chalkiti, Kalotina; Morris, Peter S.; Carapetis, Jonathan R.; Louden, William

doi:10.1016/j.compedu.2013.04.002

Cited by 31 publications

(35 citation statements)

References 37 publications

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“…The results indicated that ABRA produced statistically significant effects on measures of letter-sound knowledge. This specific pattern of effects of ABRA on letter knowledge replicates patterns reported in four previous researcher-led internal validity trial studies of ABRA ( Comaskey et al, 2009 ; Savage et al, 2009 ; Wolgemuth et al, 2011 , 2013 ). The results of the present study also replicate the findings reported in the only existing external validity cluster RCT trial of ABRA ( Savage et al, 2013 ).…”

Section: Discussionsupporting

confidence: 82%

“…The students received the ABRA intervention in small groups for an average of 13 h per child delivered by trained research assistants (RAs) while integrating ABRA into the regular reading classes. In the third within-class RCT evaluating ABRA, 300 students, including numerous aboriginal children in the Northern Territories in Australia with English as an Additional Language were taught by specially trained teachers who delivered ABRA as a pull-out program in schools for 40 min four times a week for 16 weeks ( Wolgemuth et al, 2013 ). Results of this study found that the students who received the ABRA interventions showed significant advantages in phonological awareness and grapheme-to-phoneme knowledge.…”

Section: Introductionmentioning

confidence: 99%

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A cluster randomized control field trial of the ABRACADABRA web-based reading technology: replication and extension of basic findings

2014

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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.

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Section: Discussionsupporting

confidence: 82%

Section: Introductionmentioning

confidence: 99%

A cluster randomized control field trial of the ABRACADABRA web-based reading technology: replication and extension of basic findings

2014

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“…The results showed that children can benefit of such programs which are easy and fun to use and give immediate feedback [19]. Wolgemuth et al (2013) confirmed that programs using ICT can help teachers boost literacy skills in their early aged students. He and his team applied an intervention program named ABRA (ABRACADABRA) with the help of specially educated teachers, using school's existing technology.…”

Section: Early Intervention and Ictssupporting

confidence: 49%

“…A number of assessment and intervention tools has been presented, such as games [23] and computer programs [11], [17], [20], [21], aiming at evaluating and reinforcing children's emerging literacy, phonological awareness, and learning capacities. It turns out that computer-based tools benefit both students and teachers.…”

Section: Discussionmentioning

confidence: 99%

“…Before the execution of ABRA the level of early reading ability, early literacy skills and reading and math skills of each child who participated was assessed through computer-based or not tools (such as GRADE K, PIPS-BLA and APFOR). The results showed that, after the implementation of ABRA, phonological awareness and phoneme-grapheme correspondence of all students was improved and the effects on indigenous student's early literacy skills were encouraging [20]. Shamir & Korat (2007) developed and implemented an educational e-book that intended to foster kindergartener's emergent literacy through activities that children would find amusing.…”

Section: Early Intervention and Ictsmentioning

confidence: 99%

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Dyslexia and ICTs, Assessment and Early Intervention in Kindergarten

Drigas

Batziaka

2016

Int. J. Emerg. Technol. Learn.

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Abstract-This article is a review of how Information and Communication Technologies (ICTs) help in the assessment and early intervention of reading disabilities (RD) and especially of dyslexia. Phonological awareness is highlighted as a main ability that predicts later reading skills. Here are presented several studies that display computer games, programs and applications by which teachers can intervene to boost phonological awareness and help preventing RD or dyslexia from an early age. Most studies focus in preschool age, although dyslexia in kindergarten is a field that has not been investigated thoroughly, and are certainly a precursor for studies to follow.

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Mobile device use in the primary school classroom and impact on pupil literacy and numeracy attainment: A systematic review

Dorris,

Winter,

O'Hare

et al. 2024

Campbell Systematic Reviews

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BackgroundInvestment in mobile devices to support primary or elementary education is increasing and must be informed by robust evidence to demonstrate impact. This systematic review of randomised controlled trials sought to identify the overall impact of mobile devices to support literacy and numeracy outcomes in mainstream primary classrooms.ObjectivesThe aim of this systematic review was to understand how mobile devices are used in primary/elementary education around the world, and in particular, determine how activities undertaken using mobile devices in the primary classroom might impact literacy and numeracy attainment for the pupils involved. Within this context, mobile devices are defined as tablets (including iPads and other branded devices), smartphones (usually those with a touchscreen interface and internet connectivity) and handheld games consoles (again usually with touchscreen and internet‐enabled). The interventions of interest were those aimed at improving literacy and/or numeracy for children aged 4–12 within the primary/elementary school (or equivalent) classroom.Specifically, the review aimed to answer the following research questions: What is the effect of mobile device integration in the primary school classroom on children's literacy and numeracy outcomes? Are there specific devices which are more effective in supporting literacy and numeracy? (Tablets, smartphones, or handheld games consoles) Are there specific classroom integration activities which moderate effectiveness in supporting literacy and numeracy? Are there specific groups of children for whom mobile devices are more effective in supporting literacy and numeracy? (Across age group and gender). Do the benefits of mobile devices for learning last for any time beyond the study? What is the quality of available evidence on the use of mobile devices in primary/elementary education, and where is further research needed in this regard?An Expert Advisory Group supported the review process at key stages to ensure relevance to current practice.Search MethodsThe search strategy was designed to retrieve both published and unpublished literature, and incorporated relevant journal and other databases with a focus on education and social sciences. Robust electronic database searches were undertaken (12 databases, including APA PsychInfo, Web of Science, ERIC, British Education Index and others, and relevant government and other websites), as well as a hand‐search of relevant journals and conference proceedings. Contact was also made with prominent authors in the field to identify any ongoing or unpublished research. All searches and author contact took place between October and November 2020. The review team acknowledges that new studies will likely have emerged since and are not captured at this time. A further update to the review in the future is important and would build on the evidence reflected here.Selection CriteriaThe review included children within mainstream primary/elementary/kindergarten education settings in any country (aged 4–12), and interventions or activities initiated within the primary school classroom (or global equivalent) that used mobile devices (including tablets, smartphones, or hand‐held gaming devices) to intentionally support literacy or numeracy learning. In terms of study design, only Randomised Controlled Trials were included in the review.Data Collection and AnalysisA total of 668 references were identified through a robust search strategy including published and unpublished literature. Following duplicate screening, 18 relevant studies, including 11,126 participants, 14 unique interventions, and 46 relevant outcome measures were synthesised using Robust Variance Estimation and a random effects meta‐analysis model. Risk of Bias assessment was undertaken by three reviewers using the ROB2 tool to assess the quality of studies, with 13 studies rated as having some concerns, and 5 as having high risk of bias. Qualitative data was also extracted and analysed in relation to the types of interventions included to allow a comparison of the key elements of each.Main ResultsA positive, statistically significant combined effect was found (Cohen's d = 0.24, CI 0.0707 to 0.409, p < 0.01), demonstrating that in the studies and interventions included, children undertaking maths or literacy interventions using mobile devices achieved higher numeracy or literacy outcomes than those using an alternative device (e.g., a laptop or desktop computer) or no device (class activities as usual). However these results should be interpreted with caution given the risk of bias assessment noted above (5 studies rated high risk of bias and 13 rated as having some concerns). As the interventions and classroom circumstances differed quite widely, further research is needed to understand any potential impact more fully.Sensitivity analysis aimed to identify moderating factors including age or gender, screen size, frequency/dosage of intervention exposure, and programme implementation features/activities (based on Puentedura's [2009] SAMR model of technology integration). There were too few studies identified to support quantitative analysis of sufficient power to draw robust conclusions on moderating factors, and insufficient data to determine impact beyond immediate post‐test period. Sensitivty analysis was also undertaken to exclude the five studies identified as having a high risk of bias, to identify any impact they may have on overall findings.Authors' ConclusionsOverall, this review demonstrates that for the specific interventions and studies included, mobile device use in the classroom led to a significant, positive effect on literacy and numeracy outcomes for the children involved, bringing positive implications for their continued use in primary education. However given the concerns on risk of bias assessment reported above, the differing circumstances, interventions and treatment conditions and intensities, the findings must be interpreted with caution. The review also supports the need for further robust research to better understand what works, under what circumstances, and for whom, in the use of mobile devices to support learning.

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ABRACADABRA aids Indigenous and non-Indigenous early literacy in Australia: Evidence from a multisite randomized controlled trial

Cited by 31 publications

References 37 publications

A cluster randomized control field trial of the ABRACADABRA web-based reading technology: replication and extension of basic findings

A cluster randomized control field trial of the ABRACADABRA web-based reading technology: replication and extension of basic findings

Dyslexia and ICTs, Assessment and Early Intervention in Kindergarten

Mobile device use in the primary school classroom and impact on pupil literacy and numeracy attainment: A systematic review

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