The effectiveness of the ABRACADABRA (ABRA) web-based literacy program on primary school students in Hong Kong
Alan Cheung, Barley Mak, The Chinese University of Hong Kong, Hong Kong ; Philip Abrami, Anne Wade, Larysa Lysenko, Concordia University, Canada
Journal of Interactive Learning Research Volume 27, Number 3, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This pilot project investigated the effects of ABRACADABRA (ABRA), a web-based literacy program developed by the Centre for the Study of Learning and Performance (CSLP) at Concordia University, on primary school children in Hong Kong. A total of 125 Primary 2 students participated in a 14-week long study. Five classes were randomly assigned to either treatment or control condition. Students were pre-tested and post-tested before and after participating in the program. At posttest, the treatment students scored significantly higher than the controls on the phonics measures with an overall effect size of +0.33 (p<0.04), an especially important outcome for Hong Kong students. Both the treatment and control groups scored similarly on Letter-Word Identification, Listening Comprehension, and Passage Comprehension. The outcomes of the study provides some promising evidence of the effects of ABRA on Chinese primary students in Hong Kong, especially on the enhancement of phonological skills, thus leading to early success in the formative years of learning English. Practical implications are also discussed.
Cheung, A., Mak, B., Abrami, P., Wade, A. & Lysenko, L. (2016). The effectiveness of the ABRACADABRA (ABRA) web-based literacy program on primary school students in Hong Kong. Journal of Interactive Learning Research, 27(3), 219-245. Waynesville, NC: Association for the Advancement of Computing in Education (AACE). Retrieved November 19, 2018 from https://www.learntechlib.org/primary/p/151937/.
© 2016 Association for the Advancement of Computing in Education (AACE)
- Pressley, M. (2002). Effective beginning reading instruction. Journal of Literacy Research, 34(2), 165-188.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact firstname.lastname@example.org.