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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 groups that used ABRACADABRA 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 Fixed Effect Model effect sizes were: • Phonics: g+ = 0.189, (k = 19, N= 1238),p < 01; • Phonemic Awareness: g+ = 0.324, (k = 20, N = 1753), p < .001; • Reading Fluency: g+ = 0.056, (k = 6,N= 1725), p > .05 (ns); • Reading Comprehension: g+ = 0.065, (k = 6,N = 1045), p > .05 (ns); • Listening Comprehension: g+ = 0.381, (k = 6, N = 968), p < .001; • Vocabulary Knowledge: g+ = 0.138, (k = 15, N= 1167),p<.05. The non-independent weighted overall average effects were g+ = 0.179 and g+ = 0.170 for the Random Effects and Fixed Effect Models, respectively (k = 73, p < .01). All but two of the average effect size distributions were homogeneous, suggesting that the observed effects are generally representative of the impact that ABRACADABRA may have on novice readers. The paper concludes with a discussion of ABRACADABRA classroom uses including implementation fidelity and offers the implications of the findings for future research and development.

an: 112611111; source: Journal of Interactive Learning Research; docTypes: Article; pubTypes: Academic Journal;