Promoting young Kenyans' growth in literacy with educational technology: A tale of two years of implementation.

• 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 than a term 1899 students from 48 classes learnt to read with the software. A standardized test detected significantly higher reading gains for the experimental students' than for the control group. Experimental students also outperformed control students on the end-of-year exams. The system of training and support coupled with the software implementation yielded some positive albeit modest shifts in reading instruction. Building the capacity of schools and teachers will enable students to benefit from the inputs of the software after the research ceases.

an: 136524551; source: International Journal of Educational Research; docTypes: Article; pubTypes: Academic Journal;