Author(s) |
Wolgemuth, Jennifer R
Savage, Robert
Helmer, Janet
Harper, Helen
Lea, Tess
Abrami, Phillip C
Kirby, Adrienne
Chalkiti, Kalotina
Morris, Peter
Carapetis, Jonathan
Louden, William
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Publication Date |
2013-09
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Abstract |
<p>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, http://abralite.concordia.ca, on reading, letter knowledge, and phonological awareness was conducted in Northern Territory, Australian primary schools with 164 intervention and 148 control (regular instruction) children. The total sample was 28% Indigenous. Results revealed that all intervention group students made significant gains in phonological awareness (<i>d</i> = .37) and phoneme-grapheme knowledge over control group peers (<i>d</i> = .37). Indigenous students gained significantly more per hour of instruction than non-Indigenous students in phonological awareness and early literacy skills. Results suggest that ABRACADABRA prevents lags in foundational literacy experienced by poor readers including Indigenous students.</p>
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Citation |
Computers & Education, v.67, p. 250-264
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ISSN |
1873-782X
0360-1315
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Link | |
Publisher |
Elsevier Ltd
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Title |
ABRACADABRA aids Indigenous and non-Indigenous early literacy in Australia: Evidence from a multisite randomized controlled trial
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Type of document |
Journal Article
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Entity Type |
Publication
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