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ERIC Number: EJ1086964
Record Type: Journal
Publication Date: 2015-Oct
Pages: 31
Abstractor: As Provided
Reference Count: 69
ISBN: N/A
ISSN: ISSN-1093-023X
The Effects of ABRACADABRA on Reading Outcomes: A Meta-Analysis of Applied Field Research
Abrami, Philip; Borohkovski, Eugene; Lysenko, Larysa
Journal of Interactive Learning Research, v26 n4 p337-367 Oct 2015
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: (1) Phonics: g+ = 0.150, (k = 17, N = 914), p < 0.05; (2) Phonemic Awareness: g+ = 0.323, (k = 19, N = 1550), p < 0.001; (3) Reading Fluency: g+ = 0.082, (k = 5, N = 1522), p > 0.05 (ns); (4) Reading Comprehension: g+ = 0.087, (k = 5, N = 923), p > 0.05 (ns); •Listening Comprehension: g+ = 0.430, (k = 5, N = 846), p < 0.001; and (5) Vocabulary Knowledge: g+ = 0.031, (k = 14, N = 964), p > 0.05 (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.
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Kindergarten; Primary Education; Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; Canada; Hong Kong; Kenya
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Wide Range Achievement Test; Woodcock Johnson Tests of Achievement