Search results for author:"Robert Savage"
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World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (Oct 15, 2007) p. 7358
ABRACADABRA (ABRA) is a literacy instruction tool which has been shown to have positive effects on several critical areas of reading development with both pre-readers and those readers who have been deemed 'at-risk. ABRA, is a highly interactive web-...
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2011 (Oct 18, 2011) pp. 1630–1636
In this presentation the authors will describe their work with a Canadian school district who selected a web based tool as one of their early literacy sources to support their kindergarten and grade one students. Student’s engagement and motivation...
ABRACADABRA: Progress in the development, Implementation and effectiveness of a web-based literacy resource
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (Oct 15, 2007) pp. 6530–6536
ABRACADABRA, A Balanced Reading Approach for Canadians Designed to Achieve Best Results for All (http://grover.concordia.ca/ABRA/php2006/ abracadabra.html), is a reading intervention being developed by the Centre for the Study of Learning and...
Journal of Research on Educational Effectiveness Vol. 2, No. 3 (2009) pp. 250–286
Inattention is often associated with reduced response to reading intervention. This study explored attention as a predictor of individual variation in response to a free-access Web-based literacy intervention, ABRACADABRA (http://abralite.concordia...
Journal of Educational Psychology Vol. 101, No. 3 (August 2009) pp. 590–604
This study reports a randomized controlled trial evaluation of a computer-based balanced literacy intervention, ABRACADABRA (http://grover.concordia.ca/abra/version1/abracadabra.html). Children (N = 144) in Grade 1 were exposed either to computer...
A Randomised Efficacy Study of Web-Based Synthetic and Analytic Programmes among Disadvantaged Urban Kindergarten Children
Journal of Research in Reading Vol. 32, No. 1 (February 2009) pp. 92–108
This study explores whether two computer-based literacy interventions--a "synthetic phonics" and an "analytic phonics" approach produce qualitatively distinct effects on the early phonological abilities and reading skills of disadvantaged urban...
Journal of Research in Reading Vol. 35, No. 1 (February 2012) pp. 69–86
This paper reports the follow-up of a randomised control trial study of the ABRACADABRA web-based literacy intervention that contrasted synthetic versus analytic phonics (Comaskey, Savage & Abrami, 2009) in kindergarten children from urban low-SES...
Evaluating Teacher’s Support Requests When Just-In-Time Instructional Support Is Provided to Introduce a Primary Level Web-Based Reading Program
Journal of Technology and Teacher Education Vol. 19, No. 4 (October 2011) pp. 499–525
Support requests were documented for 10 teachers (4 kindergarten, 4 grade one, and 2 grade one/two teachers) who received just-in-time instructional support over a 2 ½ month period while implementing a novel reading software program as part of...
Assessing the Content and Quality of Commercially Available Reading Software Programs: Do They Have the Fundamental Structures to Promote the Development of Early Reading Skills in Children?
NHSA Dialog Vol. 15, No. 4 (2012) pp. 319–342
The current study developed a taxonomy of reading skills and compared this taxonomy with skills being trained in 30 commercially available software programs designed to teach emergent literacy or literacy-specific skills for children in preschool,...
Using computer-based instruction to improve Indigenous early literacy in Northern Australia: A quasi-experimental study
Jennifer Wolgemuth; Robert Savage; Janet Helmer; Tess Lea; Helen Harper; Kalotina Chalkiti; Christine Bottrell; Phil Abrami
Australasian Journal of Educational Technology Vol. 27, No. 4 (Jan 01, 2011)
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...
ABRACADABRA in the hands of teachers: The effectiveness of a web-based literacy intervention in grade 1 language arts programs
Computers & Education Vol. 55, No. 2 (September 2010) pp. 911–922
This study explored how teacher variations in use of a web-technology of known effectiveness, affected growth in literacy. Teachers used ABRACADACABRA (ABRA) (http://grover.concordia.ca/abra/version1/abracadabra.html), in Grade 1 Language Arts...
Developing Tools for Assessing and Using Commercially Available Reading Software Programs to Promote the Development of Early Reading Skills in Children
NHSA Dialog Vol. 15, No. 4 (2012) pp. 350–354
As computers become an increasingly ubiquitous part of young children's lives there is a need to examine how best to harness digital technologies to promote learning in early childhood education contexts. The development of emergent literacy skills...
Karin Archer; Robert Savage; Sukhbinder Sanghera-Sidhu; Eileen Wood; Alexandra Gottardo; Victoria Chen
Computers & Education Vol. 78, No. 1 (September 2014) pp. 140–149
Identifying effective literacy instruction programs has been a focal point for governments, educators and parents over the last few decades (Ontario Ministry of Education, 2004, 2006; Council of Ontario Directors of Education, 2011). Given the...
Examining the Impact of ABRACADABRA on Early Literacy in Northern Australia: An Implementation Fidelity Analysis
Journal of Educational Research Vol. 107, No. 4 (2014) pp. 299–311
To address students' poor literacy outcomes, an intervention using a computer-based literacy tool, ABRACADABRA, was implemented in 6 Northern Australia primary schools. A pretest, posttest parallel group, single blind multisite randomized...
ABRACADABRA aids Indigenous and non-Indigenous early literacy in Australia: Evidence from a multisite randomized controlled trial
Jennifer R. Wolgemuth; Robert Savage; Janet Helmer; Helen Harper; Tess Lea; Phillip C. Abrami; Adrienne Kirby; Kalotina Chalkiti; Peter Morris; Jonathan Carapetis; William Louden
Computers & Education Vol. 67, No. 1 (September 2013) pp. 250–264
In many western countries, identifiable populations of children read below age-expectations, and the need for effective interventions remains pressing. Indigenous populations across the globe tend to have reading outcomes lower than comparative...