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The present study examined the impact of professional development training on Canadian and Kenyan teachers' confidence, comfort, and perceptions of their abilities to teach early literacy skills in the primary or elementary grades. Data were collected prior to and following training on how to integrate early literacy software as part of ongoing in-class instruction. Domain and technology constructs consistent with Mishra and Koehler's (2006) technology integration model were assessed, as...
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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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