Examining the Impact of ABRACADABRA on Early Literacy in Northern Australia: An Implementation Fidelity Analysis
Examining the Impact of ABRACADABRA on Early Literacy in Northern Australia: An Implementation Fidelity Analysis
复制标题
检查 ABRACADABRA 对澳大利亚北部早期识字率的影响：实施保真度分析
DOI：
10.1080/00220671.2013.823369
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发表时间：
2014
期刊：
影响因子：
--
通讯作者：
T. Lea
中科院分区：
文献类型：
--
作者：
Jennifer R. Wolgemuth;P. Abrami;Janet Helmer;R. Savage;Helen Harper;T. Lea
摘要 为了解决学生读写能力较差的问题，在澳大利亚北部的 6 所小学实施了一项使用基于计算机的读写工具 ABRACADABRA 的干预措施。对 308 名 4 至 8 岁的学生（M 年龄 = 5.8 岁，SD = 0.8 岁）进行了一项前测、后测平行组、单盲多中心随机对照试验。研究结果表明，在受控条件下基于计算机的教学可以提高学生的读写能力，特别是对于面临阅读困难风险的土著学生。作者研究了基于计算机的读写工具的实施的保真度以及实施保真度措施对学生成绩的影响。分析了学生接触和使用识字工具、教学质量和授课质量对学生识字结果的影响。实施保真度测量占干预学生分数方差的 1.8% 至 15%。
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.
随着儿童从初级读者发展为熟练阅读者，语音处理能力和单词级阅读之间关系的变化：一项为期 5 年的纵向研究。
影响因子：
4
作者：
Wagner,RK;Torgesen,JK;Rashotte,CA;Hecht,SA;Barker,TA;Burgess,SR;Donahue,J;Garon,T
通讯作者：
Garon,T