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The effects of ABRACADABRA on reading outcomes: An updated meta-analysis and landscape review of applied field research
Resource type
Journal Article
Authors/contributors
- Abrami, Philip C. (Author)
- Lysenko, Larysa (Author)
- Borokhovski, Eugene (Author)
Title
The effects of ABRACADABRA on reading outcomes: An updated meta-analysis and landscape review of applied field research
Abstract
ABRACADABRA (ABRA) is an evidence-based suite of interactive multimedia that engages learners in the development of core reading skills. This meta-analysis presents an update of the research evidence about the effectiveness of ABRA for elementary students. It reports 91 effect sizes in six reading-related outcomes for a sample of 7,388 students. Regardless of context and measurement type, the studies yielded positive effects of ABRA, ranging in magnitude from g+ = 0.080 for Vocabulary Knowledge to g+ = 0.378 for Phonemic Awareness and reaching statistical significance in four outcome categories. This meta-analysis adds to our understanding of the effectiveness of ABRA-based reading instruction by exploring factors of research design, ABRA design and implementation contexts, and various student characteristics and offers implications for instructional practice.
Publication
Journal of Computer Assisted Learning
Volume
36
Issue
3
Pages
260-279
Date
2020
Language
en
ISSN
1365-2729
Short Title
The effects of ABRACADABRA on reading outcomes
Accessed
12/01/2024, 18:49
Library Catalogue
Wiley Online Library
Rights
© 2020 John Wiley & Sons Ltd
Extra
Citation
Abrami, P. C., Lysenko, L., & Borokhovski, E. (2020). The effects of ABRACADABRA on reading outcomes: An updated meta-analysis and landscape review of applied field research. Journal of Computer Assisted Learning, 36(3), 260–279. https://doi.org/10.1111/jcal.12417
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