TY - JOUR
T1 - Examining the Impact of ABRACADABRA on Early Literacy in Northern Australia: An Implementation Fidelity Analysis
AU - Wolgemuth, Jennifer R.
AU - Abrami, Philip C.
AU - Helmer, Janet
AU - Savage, Robert
AU - Harper, Helen
AU - Lea, Tess
PY - 2014/1/1
Y1 - 2014/1/1
N2 - 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 controlled trial was conducted with 308 students between the ages of 4 and 8 years old ( M age = 5.8 years, SD = 0.8 years). Findings suggested that computer-based instruction under controlled conditions can improve student literacy, especially for Indigenous students at risk of reading difficulties. The authors examine the fidelity with which the computer-based literacy tool was implemented and the impact of implementation fidelity measures on student outcomes. Student exposure to and use of the literacy tool, and quality of instruction and lesson delivery, were analyzed for their influence on students’ literacy outcomes. Implementation fidelity measures accounted for between 1.8% and 15% of the variance of intervention students’ scores.
AB - 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 controlled trial was conducted with 308 students between the ages of 4 and 8 years old ( M age = 5.8 years, SD = 0.8 years). Findings suggested that computer-based instruction under controlled conditions can improve student literacy, especially for Indigenous students at risk of reading difficulties. The authors examine the fidelity with which the computer-based literacy tool was implemented and the impact of implementation fidelity measures on student outcomes. Student exposure to and use of the literacy tool, and quality of instruction and lesson delivery, were analyzed for their influence on students’ literacy outcomes. Implementation fidelity measures accounted for between 1.8% and 15% of the variance of intervention students’ scores.
KW - experimental research
KW - implementation fidelity
KW - Indigenous students
KW - literacy
UR - https://digitalcommons.usf.edu/esf_facpub/179
UR - https://doi.org/10.1080/00220671.2013.823369
U2 - 10.1080/00220671.2013.823369
DO - 10.1080/00220671.2013.823369
M3 - Article
VL - 107
JO - The Journal of Educational Research
JF - The Journal of Educational Research
ER -