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Table 6.7. ABRACADABRA intervention groupings. Grouping Intervention
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Intervention A Along with comprehension, fluency, and writing tasks, these groups of students focused on a progression from sentences to words to rimes. Intervention B Along with comprehension, fluency, and writing tasks, these groups of students focused on phoneme-level blending and segmenting activities. A second group acted as unseen control for the duration of the study. This group remained in the classroom and received classroom language arts instruction.
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ognition, as this is crucial to early reading success, though we also explored the effects of ABRACADABRA on the development of comprehension and fluency skills. The pilot intervention consisted of small groups of students, each randomly assigned to intervention A or B (See Table 6.7). Students were removed from their class during language arts period to work on the ABRACADABRA program. The two intervention syllabuses were identical in terms of time (20 minutes four times per week) and group size; the children were also of equivalent initial ability (across all classes). Each group also received identical comprehension, fluency tasks. A note of caution concerning interpretation: These data are the result of a pilot study of the ABRACADABRA prototype, and should be interpreted accordingly. Particular caution is necessary in analyzing the contrasts of intervention A and B, as effects may reflect implementation differences (e.g., in the extent and delivery of activities as implemented on the pilot version of ABRACADABRA) rather than structural linguistic differences between rhyme- and phoneme-based intervention. Table 6.8 summarizes our findings from this pilot study. Complying with our Software Design Principle 1.1, ABRACADABRA will . . . serve as the basis for collecting new evidence about teaching and learning using technology. We have used the results of these data to return to both the design of the intervention and the design of the software. Accordingly we have focused particular and intensive development activity on improving the word analysis and word-reading activities. We have some empirical evidence that our rime-based games appear to be working well at the word level and are pacey, lively, and popular. Overall, the results suggest both 153
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Philip C. Abrami et al.
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Table 6.8. ABRACADABRA pilot study summary of results. Effect Phonological Processing Speed Effect Size Moderate Definition These are pure processing tasks such as naming objects or letters as fast as possible. Efficiency here is closely linked to fluency in reading and spelling. These are skills such as isolated word reading and reading isolated words for meaning. ABRACADABRA Children in intervention and comparison groups improved on these measures. Children in Intervention A did particularly well here! All children improved here. Children in both Intervention A and B did better here than children in the comparison groups! All children improved here but children taught using riming skills (Intervention A) improved to a modest additional degree. Children taught explicit decoding skills (Intervention B) showed strongest effects here.
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Reading Vocabulary
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Small to moderate
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These are skills such as segmenting a syllable into its sounds (e.g., c a t) or sounding out unfamiliar words. These are skills such as independently reading and then responding to questions on a sentence or a passage.
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pedagogical and technical developments that were incorporated into the next stages of development and evaluation. We have also focused on adding appropriate depth and progression to the phonemic activities and going back to basic research to explore maximally effective approaches. We have thus created an explicit decoding skills module as well as enhanced letter sound knowledge activities. The technical specifications of certain activities such as phoneme blending have been improved to allow appropriate pace to learning activities. This will allow us to make a fair comparison of the effects of rime- and phoneme-based interventions in larger and more formal evaluations in the future. We will also modify the already successful text reading and processing speed-related elements further to aim for even stronger textlevel comprehension activities and even larger effects on reading. 154
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Using Technology We will continue to operate within the cycle of research, development, and research in order to build ABRACADABRA as a tool that will be used for practical and scholarly benefits. The CSLP is currently conducting a larger version of our pilot study in six Quebec schools with a sample of over 150 students. This important process will help us continue the development of ABRACADABRA as well as allow us to adapt it to support other issues in literacy development such as ESL, French, and older struggling readers.
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