Using Computer-Based Instruction to Improve Indigenous Early Literacy in Northern Australia: A Quasi-Experimental Study

Jennifer R. Wolgemuth, Robert Savage, Janet Helmer, Tess Lea, Helen Harper, Kalotina Chalkit, Christine Bottrell, Phil Abrami

Research output: Contribution to journalArticlepeer-review

Abstract

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 (eta squared=.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.

Original languageAmerican English
JournalAustralasian Journal of Educational Technology
Volume27
DOIs
StatePublished - Jan 1 2011
Externally publishedYes

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