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The creation of a large application like ABRACADABRA is a complex process. In an effort to exercise our design principles the CSLP practices an iterative design and development methodology in which a multidisciplinary team conducts formative evaluation and formal research, works with the community at large for guidance, and designs pedagogically sound tools based on the evidence. This process culminates in working versions of ABRACADABRA and the cycle of research and development begins again. ABRACADABRA is an evidence-based tool in at least three senses: 1 The content of ABRACADABRA learning activities is derived directly from systematic reviews of evidence about what works in reading and spelling. For example, there is a huge body of evidence that reciprocal teaching techniques involving meta-cognitive skills of prediction, sequencing, and summarizing can improve reading comprehension (e.g., Ehri et al., 2001; Pressley, 1998). These skills are, therefore, integrated in all story elements. See Table 6.6 for 146
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Table 6.6 Sample from the ABRACADABRA research matrix: comprehension Skill Area Skill Comprehension monitor Story elements Comprehension Summarizing
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Story titles Bean Sprouts I Can Move Open My Eyes Feelings Red Hen Dove and Ant Frogs and Well Darryl Henny-Penny Billy Goats Waterfalls
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the Comprehension section of the research and content matrix developed from research studies and used to guide the creation of specific ABRACADABRA activities. These applied evidence-based approaches of constructing and applying evidence matrices are taken to all stories in ABRACADABRA and for all text-, word-, and fluency-level activities. 2 ABRACADABRA is based on the experience gained by working with partners to develop technological tools. Specifically, we have gained much expertise from designing, developing, testing, and scaling early literacy software, Alphie s Alley, for the Success for All Foundation. As noted, a recently 147
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Philip C. Abrami et al. completed study (Chambers, Abrami et al., 2007) of Alphie s Alley strongly supports the effectiveness of the computer-assisted tutoring model when it is well implemented. ABRACADABRA is also based on the research on emerging reading skills in English conducted by a member of the CSLP, Dr. Robert Savage. For example, Savage and Carless (2005) report that there are consistent data across a host of longitudinal and intervention studies showing the theoretical and practical importance of awareness of small speech sounds (phonemes) as an early foundation for developing effective reading skills. Phonemic activities are accordingly incorporated in screening tasks for at-risk poor readers and in early ABRACADABRA reading intervention activities. Exactly the same approach will be taken to the application of research on emerging reading skills now emerging in the French-speaking world with the help of our French language and literacy experts. 3 ABRACADABRA is developed and improved based upon the CSLP s design principles and evidence from direct intervention in schools. Our strong belief in evidence-based practice, our guiding design standards, our adherence to ethical responsibilities, and our commitment to working with the community are evident in all stages of the developing this application.
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The ABRACADABRA Application
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ABRACADABRA is a web-based application that allows teachers to expose children to literacy building skills that they must have to be successful readers. Still in its infancy, the completed site will contain stories, activities, assessment features, a communication device, and a reporting module. It will offer a flexible solution to literacy development where teachers can customize learning for individuals and groups of students. ABRACADABRA also offers multimedia professional development material to help teachers understand the importance of research-based literacy skills and how this application can be successfully used in the classroom. The ABRACADABRA web application can be viewed at http://grover. concordia.ca/ABRA/ version1/abracadabra.html. Figure 6.7 demonstrates the ABRACADABRA chooser where users can match skill-building activities with leveled stories. The following two screenshots show how we have created meaningful contexts by establishing the relationship between the content within the stories and the content within an activity. The Blending Train activity (Figure 6.8) for example, contains the word red, which is directly taken from the story The Little Red Hen (Figure 6.9). Wherever possible the text 148
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