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This meta-analysis summarizes research on the effects of a comprehensive, interactive web-based software ABRACADABRA (A Balanced Reading Approach for Canadians Designed to Achieve Best Results for All) on the development of reading competencies among kindergarteners and elementary students. Findings from nine 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...
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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...
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This paper explores factors to increase the likelihood that the implementation of ABRACADABRA, a technology-based approach to teaching and learning literacy, endures and expands beyond the initial research. Started as a pilot study in 12 classrooms, the implementation spread to more than 500 primary classrooms over six years in five areas of Kenya. Drawing from research about scalability and sustainability of educational interventions and value-expectancy-cost theory, an exploratory survey...
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The research explores the impact of interactive, multimedia literacy software (ABRA) on the reading skills of early elementary students in Kenya. Twelve grade two English teachers and their students from six schools were randomly divided in half: an experimental group ( N = 180) where ABRA was part of their English Language instruction and a control group ( N = 174) where regular instruction was used. After the pre-test student data were collected, a three-day initial training and planning...
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The research explores the impact of interactive, multimedia literacy software (ABRA) on the reading skills of early elementary students in Kenya. Twelve grade two English teachers and their students from six schools were randomly divided in half: an experimental group (N = 180) where ABRA was part of their English Language instruction and a control group (N = 174) where regular instruction was used. After the pre-test student data were collected, a three-day initial training and planning...
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The research explores the impact of interactive, multimedia literacy software (ABRA) on the reading skills of early elementary students in Kenya. Twelve grade two English teachers and their students from six schools were randomly divided in half: an experimental group (N = 180) where ABRA was part of their English Language instruction and a control group (N = 174) where regular instruction was used. After the pre-test student data were collected, a three-day initial training and planning...
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• ABRA and READS instruction is better than regular instruction on reading. • ABRA and READS effects on reading transfer to other subject areas. • ABRA and READS are effective when implemented in authentic Kenyan classroom context. This two-phase study was designed as a quasi-experiment to learn about the impacts of the interactive early literacy software and the library of digital books and stories on primary students' reading abilities and reading instruction in Kenyan schools. For more...
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