title: A cluster randomized control field trial of the ABRACADABRA web-based reading technology: replication and extension of basic findings.
abstract: The present paper reports a cluster randomized control trial evaluation of teaching using ABRACADABRA (ABRA), an evidence-based and web-based literacy intervention (http://abralite.concordia.ca) with 107 kindergarten and 96 grade 1 children in 24 classes (12 intervention 12 control classes) from all 12 elementary schools in one school district in Canada. Children in the intervention condition received 10-12 h of whole class instruction using ABRA between pre- and post-test. Hierarchical linear modeling of post-test results showed significant gains in letter-sound knowledge for intervention classrooms over control classrooms. In addition, medium effect sizes were evident for three of five outcome measures favoring the intervention: letter-sound knowledge (d= +0.66), phonological blending (d = +0.52), and word reading (d = +0.52), over effect sizes for regular teaching. It is concluded that regular teaching with ABRA technology adds significantly to literacy in the early elementary years.
authors.affiliation: Faculty of Education, University of Lethbridge Lethbridge, AB, Canada.
authors.forename: Noella A
authors.initials: NA
authors.lastname: Piquette
authors.affiliation: Department of Educational and Counselling Psychology, McGill University Montreal, QC, Canada.
authors.forename: Robert S
authors.initials: RS
authors.lastname: Savage
authors.affiliation: Centre for the Study of Learning and Performance, Concordia University Montreal, QC, Canada.
authors.forename: Philip C
authors.initials: PC
authors.lastname: Abrami
keywords: elementary school education; internet; intervention; randomized controlled trial; reading development; web applications