Examining the Impact of ABRACADABRA on Early Literacy in Northern Australia: An Implementation Fidelity Analysis
Document Type
Article
Publication Date
2014
Keywords
experimental research, implementation fidelity, Indigenous students, literacy
Digital Object Identifier (DOI)
https://doi.org/10.1080/00220671.2013.823369
Abstract
To address students’ poor literacy outcomes, an intervention using a computer-based literacy tool, ABRACADABRA, was implemented in 6 Northern Australia primary schools. A pretest, posttest parallel group, single blind multisite randomized controlled trial was conducted with 308 students between the ages of 4 and 8 years old (M age = 5.8 years, SD = 0.8 years). Findings suggested that computer-based instruction under controlled conditions can improve student literacy, especially for Indigenous students at risk of reading difficulties. The authors examine the fidelity with which the computer-based literacy tool was implemented and the impact of implementation fidelity measures on student outcomes. Student exposure to and use of the literacy tool, and quality of instruction and lesson delivery, were analyzed for their influence on students’ literacy outcomes. Implementation fidelity measures accounted for between 1.8% and 15% of the variance of intervention students’ scores.
Was this content written or created while at USF?
Yes
Citation / Publisher Attribution
The Journal of Educational Research, v. 107, issue 4, p. 299-311
Scholar Commons Citation
Wolgemuth, Jennifer R.; Abrami, Philip C.; Helmer, Janet; Savage, Robert; Harper, Helen; and Lea, Tess, "Examining the Impact of ABRACADABRA on Early Literacy in Northern Australia: An Implementation Fidelity Analysis" (2014). Educational and Psychological Studies Faculty Publications. 179.
https://digitalcommons.usf.edu/esf_facpub/179
