Using computer-based instruction to improve Indigenous early literacy in Northern Australia: A quasi-experimental study

Jennifer Wolgemuth, Robert Savage, Janet Helmer, Tess Lea, Helen Harper, Kalotina Chalkiti, Christine Bottrell, Phil Abrami

Research output: Contribution to journalArticlepeer-review

19 Citations (Scopus)

Abstract

The effectiveness of a web-based reading support tool, ABRACADABRA, to improve the literacy outcomes of Indigenous and non-Indigenous students was evaluated over one semester in several Northern Territory primary schools in 2009. ABRACADABRA is intended as a support for teachers in the early years of schooling, giving them a friendly, game and evidence-based tool to reinforce their literacy instruction. The classroom implementation of ABRACADABRA by briefly trained and intensively supported teachers was evaluated using a quasi-experimental pretest, post-test control group design with 118 children in the intervention and 48 in the control. Children received either a minimum of 20 hours of technology-based intervention or regular classroom teaching. Results revealed both Indigenous and non-Indigenous students who received ABRACADABRA instruction had significantly higher phonological awareness scores than their control group peers. The effect size for this difference was large (η2=.14). This finding remained when controlling for student attendance and the quality of general non-technology-based literacy instruction. Limitations of the study and implications for effective practice in remote and regional contexts are discussed.

Original languageEnglish
Pages (from-to)727-750
Number of pages24
JournalAustralasian Journal of Educational Technology
Volume27
Issue number4
DOIs
Publication statusPublished - Jan 1 2011
Externally publishedYes

ASJC Scopus subject areas

  • Education

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