Faculty of Education, University of Lethbridge Lethbridge, AB, Canada.
Department of Educational and Counselling Psychology, McGill University Montreal, QC, Canada.
Front Psychol. 2014 Dec 4;5:1413. doi: 10.3389/fpsyg.2014.01413. eCollection 2014.
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.
本文报告了一项使用 ABRACADABRA（ABRA）进行教学的群组随机对照试验评估，ABRA 是一种基于证据的网络读写干预措施（http://abralite.concordia.ca），涉及加拿大一个学区的 12 所小学中的 24 个班级的 107 名幼儿园儿童和 96 名一年级儿童（12 个干预班和 12 个对照班）。干预组的儿童在前后测试之间接受了 10-12 小时的 ABRA 全班教学。后测结果的层次线性模型显示，干预班的字母-声音知识显著优于对照班。此外，有五项结果测量中的三项有利于干预措施，其效应量为中等：字母-声音知识（d=+0.66）、语音混合（d=+0.52）和单词阅读（d=+0.52），高于常规教学的效应量。结论是，使用 ABRA 技术进行常规教学可以显著提高小学早期的读写能力。
