A cluster randomized control field trial of the ABRACADABRA web-based reading technology: replication and extension of basic findings

Piquette, Noëlla; Savage, Robert; Abrami, Philip C.

doi:10.3389/fpsyg.2014.01413

Cited by 16 publications

(9 citation statements)

References 30 publications

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“…These gains suggest that the games and the instructional strategies were beneficial for students’ reading development. This finding is in line with previous research that detected the beneficial effects of using technology to develop reading (Cheung & Slavin, 2013; Piquette et al, 2014).…”

Section: Discussionsupporting

confidence: 93%

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Using Escribo Play Video Games to Improve Phonological Awareness, Early Reading, and Writing in Preschool

Amorim¹,

Jeon

Abel

et al. 2020

Educational Researcher

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The increased use of smartphones and tablets sets the stage for new mobile-based educational programs that seek to increase student learning and engagement in school and at home. This study examines the effectiveness of Escribo Play, a game-enhanced educational program, on preschool students’ phonological awareness, word reading, and writing skills. The randomized controlled trial was conducted with 749 students from 62 classrooms from 17 schools located in five cities. Quantitative pretesting and posttesting procedures using standardized instruments were employed. The results indicate that the experimental classrooms that used the 20 games for 3 months gained 68% in their reading scores compared to control classrooms ( d = .40). They also gained 48% more in writing scores ( d = .20). Multilevel analysis indicated that these findings were statistically significant.

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Section: Discussionsupporting

confidence: 93%

“…A computer-based intervention can be used to address the various components of PA (Piquette et al, 2014; Segers & Verhoeven, 2005). Applications can develop syllabic, rhyming, and phonemic awareness (Dias, 2006).…”

Section: Literature Reviewmentioning

confidence: 99%

Using Escribo Play Video Games to Improve Phonological Awareness, Early Reading, and Writing in Preschool

Amorim¹,

Jeon

Abel

et al. 2020

Educational Researcher

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show abstract

“…ABRA was found to be effective in enhancing phonemegrapheme knowledge and PA among indigenous children. However, a contrasting result was obtained from Piquette et al [32]. Data from this study showed that ABRA has no significant effect on phonological blending and word reading, significantly affecting letter-sound knowledge.…”

Section: Past Studiescontrasting

confidence: 80%

Multisensory Learning Approach: Impacts on Phonological Awareness among Young ESL Learners in a Rural Setting

Sapi’ee¹,

Tan²

2020

ujer

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“…However, related to this, it is worth noting that the intervention had significant effects on decoding and ELWM; these often are regarded as key to reading comprehension abilities (Cain, Oakhill & Bryant, 2004; but see Pimperton & Nation, 2014). Consequently, it would be worth investigating reading comprehension in future research, although there are mixed findings about the effects of interventions designed to increase this ability (Paul & Clarke, 2016;Savage et al, 2013). Another limitation was that the evaluation of the dose-response effect did not involve the same time period and so findings about this effect should be treated with caution, especially as the comparison did not involve a RCT.…”

Section: Effectiveness Of a Computer-assisted Interventionmentioning

confidence: 99%

An evaluation of the effectiveness of a computer‐assisted reading intervention

Messer

Nash²

2017

Journal Research in Reading

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Background A cost‐effective method to address reading delays is to use computer‐assisted learning, but these techniques are not always effective. Methods We evaluated a commercially available computer system that uses visual mnemonics, in a randomised controlled trial with 78 English‐speaking children (mean age 7 years) who their schools identified as needing reading support. School‐based individual tutorials usually took place 2–3 times/week. Only the experimental group received the intervention in the first 10 months; thereafter, both the experimental and control groups received the intervention for 6 months. Results After 10 months, the experimental group had significantly higher standardised scores than the waiting list control group of decoding, phonological awareness, naming speed, phonological short‐term memory and executive loaded working memory. Conclusions The computer‐assisted intervention was effective, and this suggests that this medium can be used for reading interventions with English‐speaking children. What is already known about this topic There are comparatively few randomised controlled trial evaluations of computer‐based reading interventions. Meta‐analyses report small positive effect sizes for such interventions with English‐speaking children. The use of visual mnemonics to improve reading has rarely been investigated. What this paper adds The findings suggest that computer‐based interventions for English‐speaking, struggling readers can be effective. The effects extended beyond the targeted abilities, and a longer intervention was more effective than a shorter one. Apart from spelling, the mean reading and reading related standardised scores for children at the end of the intervention were above or just below 100. Implications for theory, policy or practice Computer‐based interventions can be used to support English‐speaking, struggling readers, and their effects can go beyond targeted abilities. The use of visual mnemonics and the development of the intervention programme over a number of years could have contributed to this success. The role of visual mnemonics as a help for struggling readers deserves further investigation.

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A cluster randomized control field trial of the ABRACADABRA web-based reading technology: replication and extension of basic findings

Cited by 16 publications

References 30 publications

Using Escribo Play Video Games to Improve Phonological Awareness, Early Reading, and Writing in Preschool

Using Escribo Play Video Games to Improve Phonological Awareness, Early Reading, and Writing in Preschool

Multisensory Learning Approach: Impacts on Phonological Awareness among Young ESL Learners in a Rural Setting

An evaluation of the effectiveness of a computer‐assisted reading intervention

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