Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 727-750 |
| Number of pages | 24 |
| Journal | Australasian Journal of Educational Technology |
| Volume | 27 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - 2011 |
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Using computer-based instruction to improve Indigenous early literacy in Northern Australia : A quasi-experimental study. / Wolgemuth, Jennifer; Savage, Robert; Helmer, Janet; Lea, Tess; Harper, Helen; Chalkiti, Kalotina; Bottrell, Christine; Abrami, Philip.
In: Australasian Journal of Educational Technology, Vol. 27, No. 4, 2011, p. 727-750.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - Using computer-based instruction to improve Indigenous early literacy in Northern Australia
T2 - A quasi-experimental study
AU - Wolgemuth, Jennifer
AU - Savage, Robert
AU - Helmer, Janet
AU - Lea, Tess
AU - Harper, Helen
AU - Chalkiti, Kalotina
AU - Bottrell, Christine
AU - Abrami, Philip
PY - 2011
Y1 - 2011
N2 - The effectiveness of a web-based reading support tool, ABRACADABRA, to improve the literacy outcomes of Indigenous and non-Indigenous students was evaluated over one semester in several Northern Territory primary schools in 2009. ABRACADABRA is intended as a support for teachers in the early years of schooling, giving them a friendly, game and evidence-based tool to reinforce their literacy instruction. The classroom implementation of ABRACADABRA by briefly trained and intensively supported teachers was evaluated using a quasi-experimental pretest, post-test control group design with 118 children in the intervention and 48 in the control. Children received either a minimum of 20 hours of technology-based intervention or regular classroom teaching. Results revealed both Indigenous and non-Indigenous students who received ABRACADABRA instruction had significantly higher phonological awareness scores than their control group peers. The effect size for this difference was large (?2=.14). This finding remained when controlling for student attendance and the quality of general non-technology-based literacy instruction. Limitations of the study and implications for effective practice in remote and regional contexts are discussed.
AB - The effectiveness of a web-based reading support tool, ABRACADABRA, to improve the literacy outcomes of Indigenous and non-Indigenous students was evaluated over one semester in several Northern Territory primary schools in 2009. ABRACADABRA is intended as a support for teachers in the early years of schooling, giving them a friendly, game and evidence-based tool to reinforce their literacy instruction. The classroom implementation of ABRACADABRA by briefly trained and intensively supported teachers was evaluated using a quasi-experimental pretest, post-test control group design with 118 children in the intervention and 48 in the control. Children received either a minimum of 20 hours of technology-based intervention or regular classroom teaching. Results revealed both Indigenous and non-Indigenous students who received ABRACADABRA instruction had significantly higher phonological awareness scores than their control group peers. The effect size for this difference was large (?2=.14). This finding remained when controlling for student attendance and the quality of general non-technology-based literacy instruction. Limitations of the study and implications for effective practice in remote and regional contexts are discussed.
U2 - 10.14742/ajet.947
DO - 10.14742/ajet.947
M3 - Article
VL - 27
SP - 727
EP - 750
JO - Australasian Journal of Educational Technology
JF - Australasian Journal of Educational Technology
SN - 1449-3098
IS - 4
ER -