Does Abracadabra Help Improve the English Reading Ability of Chinese Elementary School Students? A Quasi-Natural Experimental Study
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Published
Aug 31, 2021
Abstract
ABRACADABRA (abbreviated as ABRA) is a software developed by Concordia University in Canada that focuses on natural spelling and aims to improve English reading ability. This research is based on 129 first graders, 213 second graders, and 275 third graders in the elementary school of Lianyungang Ganyu Huajie Bilingual School. We carried out a one-semester pre-and post-test and quasi-natural experimental research design to explore the effect of ABRA on students of different grades. The study results showed that ABRA improved students’ abilities in all grades to varying degrees, but the impact of the first graders got the most significant. The results of classroom observations and interviews with teachers showed that teachers needed to apply systematic teaching strategies and the control of class attention play a key role in it. To improve students’ English ability, teachers need to effectively improve their ability to apply information technology, especially in English class. Particularly in low-grade classrooms, attention should be paid to the management of class discipline to maintain its efficiency.
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Keywords
English Learning, E-Learning Software (ABRA), English Teaching, Elementary School, Experimental Research
Supporting Agencies
This study was supported by Nanjing Normal University’s horizontal project “High-quality school construction based on evidence-based education research” (S11060A41805). This article was also funded by the Priority Academic Program Development of Jiangsu Higher Education Institution (PAPD).
References
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Cheung, A.C.K., & Slavin, R.E. (2012). How features of educational technology applications affect student reading outcomes: A meta-analysis. Educational Research Review, 7(3):198-215. DOI: https://doi.org/10.1016/j.edurev.2012.05.002
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Deault, L., Savage, R., & Abrami, P. (2009). Inattention and response to the ABRACADABRA web-based literacy intervention. Journal of Research on Educational Effectiveness, 2(3):250-286. DOI: https://doi.org/10.1080/19345740902979371
Di Stasio, M.R., Savage, R., & Abrami, P.C. (2012). A follow-up study of the ABRACADABRA web-based literacy intervention in Grade 1. Journal of Research in Reading, 35(1):69-86. DOI: https://doi.org/10.1111/j.1467-9817.2010.01469.x
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Mak, B.S.Y., Cheung, A.C.K., Guo, X., & Abrami, P.C. (2017). Examining the impact of the ABRACADABRA (ABRA) web-based literacy program on primary school students in Hong Kong. Education and Information Technologies, 22(6):2671-2691. DOI: https://doi.org/10.1007/s10639-017-9620-3
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Qi, W. (2009). Retrospect of the study of children’s language in my country. Journal of Nanjing University of Posts and Telecommunications (Social Science Edition), 11(1):54-59. [Chinese] DOI: https://doi.org/10.14132/j.cnki.nysk.2009.01.002
Savage, R., Abrami, P.C., Piquette, N., Wood, E., Deleveaux, G., Sanghera-Sidhu, S., & Burgos, G. (2013). A (Pan-Canadian) cluster randomized control effectiveness trial of the ABRACADABRA web-based literacy program. Journal of Educational Psychology, 105(2):310-328. DOI: https://psycnet.apa.org/doi/10.1037/a0031025.
Snow, C.E., & Hoefnagel-Höhle, M. (1978). The critical period for language acquisition: Evidence from second language learning. Child Development, 49(4):1114-1128. DOI: https://doi.org/10.2307/1128751
Su, L. (2000). The impact of mother tongue transfer on second language learning. Journal of Beijing International Studies University, 7(4):44-52. [Chinese] http://www.cnki.com.cn/Article/CJFDTotal-JDEW200004009.htm
Wang, L., & Wen, Q. (2004). The transfer of native language proficiency to second language writing: cross-language rationale and path. Foreign Language Teaching and Research, 48(3):2 05-212+241. [Chinese] DOI: https://doi.org/10.3969/j.issn.1000-0429.2004.03.006
Williams, K.T. (2001). Group reading assessment and diagnostic evaluation. American Guidance Service.
Wolgemuth, J.R., Abrami, P.C., Helmer, J., Savage, R., Harper, H., & Lea, T. (2014). Examining the impact of ABRACADABRA on early literacy in Northern Australia: An implementation fidelity analysis. The Journal of Educational Research, 107(4):299-311. DOI: https://doi.org/10.1080/00220671.2013.823369
Wolgemuth, J.R., Savage, R., Helmer, J., Harper, H., Lea, T., Abrami, P.C., Kirby, A., Chalkiti, K., Morris, P., Carapetis, J., & Louden, W. (2013). ABRACADABRA aids Indigenous and non-Indigenous early literacy in Australia: Evidence from a multisite randomized controlled trial. Computers & Education, 67:250-264. DOI: https://doi.org/10.1016/j.compedu.2013.04.002
Wood, E., Grant, A.K., Gottardo, A., Savage, R., & Evans, M.A. (2017). Software to promote young children’s growth in literacy: A comparison of online and offline formats. Early Childhood Education Journal, 45(2):207-217. DOI: https://doi.org/10.1007/s10643-016-0779-9
Wu, Q. (2000). Cognitive psychoanalysis on the process of second language acquisition. Foreign Language Teaching and Research, 44(4):290-295. [Chinese] http://www.cnki.com.cn/Article/CJFDTotal-WJYY200004009.htm
Wu, Y., & Wen, Z. (2011). Statistical analysis process related to null hypothesis testing. Psychological Science, 34(1):230-234. [Chinese] DOI: https://doi.org/10.16719/j.cnki.1671-6981.2011.01.038
Abrami, P., Borohkovski, E., & Lysenko, L. (2015). The effects of ABRACADABRA on reading outcomes: A meta-analysis of applied field research. Journal of Interactive Learning Research, 26(4):337-367. DOI: https://www.learntechlib.org/primary/p/147396/
Chen, Y., & Zhao, K. (2017). The effect of information technology on the scientific self-efficacy of middle school students. Open Education Research, 23(6):60-70. [Chinese] DOI: https://doi.org/10.13966/j.cnki.kfjyyj.2017.06.007
Cheung, A.C.K., & Slavin, R.E. (2012). How features of educational technology applications affect student reading outcomes: A meta-analysis. Educational Research Review, 7(3):198-215. DOI: https://doi.org/10.1016/j.edurev.2012.05.002
Clearinghouse, W.W. (January, 2020). What Works Clearinghouse Standards Handbook, Version 4.1. Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://ies.ed.gov/ncee/wwc/Docs/referenceresources/WWC-Standards-Handbook-v4-1-508.pdf
Comaskey, E.M., Savage, R.S., & Abrami, P. (2009). A randomised efficacy study of Web‐based synthetic and analytic programmes among disadvantaged urban Kindergarten children. Journal of Research in Reading, 32(1): 92-108. DOI: https://doi.org/10.1111/j.1467-9817.2008.01383.x
Deault, L., Savage, R., & Abrami, P. (2009). Inattention and response to the ABRACADABRA web-based literacy intervention. Journal of Research on Educational Effectiveness, 2(3):250-286. DOI: https://doi.org/10.1080/19345740902979371
Di Stasio, M.R., Savage, R., & Abrami, P.C. (2012). A follow-up study of the ABRACADABRA web-based literacy intervention in Grade 1. Journal of Research in Reading, 35(1):69-86. DOI: https://doi.org/10.1111/j.1467-9817.2010.01469.x
Ding, J., Pan, F., Wang, Y., & Chen, Y. (2012). The effect of 9 to 13-year-old pupils’ attention on academic performance. Medical Journal of Communications, 26(6):569-572+579. [Chinese] DOI: https://doi.org/10.3969/j.issn.1006-2440.2012.06.016
Fan, L. (2014). Research on the influence of dynamic geometry software on students’ attention. Dissertation; Liaoning Normal University. [Chinese] DOI: https://doi.org/10.7666/d.Y2612733
Gu, X., Wang, C., & Wang, F. (2016). Has the role of information technology happened? A study on the influence of education information. e-Education Research, 37(10):5-13. [Chinese] DOI: https://doi.org/10.13811/j.cnki.eer.2016.10.001
Jiang, N. (2016). Research on the Application of Natural Phonics in Third Grade English Vocabulary Teaching. Dissertation; Shenyang Normal University. [Chinese] http://cdmd.cnki.com.cn/article/cdmd-10166-1016112890.htm
Lei, Y. Research on the effect of computer-assisted teaching software on pupils' memorizing English words under the network environment. Inner Mongolia Normal University, 2007. [Chinese] DOI: https://doi.org/10.7666/d.y1173539
Li, L. (2016). Research on the influence of ICT application ability of middle school chemistry teachers on the effectiveness of teaching interaction. Dissertation; Central China Normal University, 2016. [Chinese] http://cdmd.cnki.com.cn/Article/CDMD-10511-1016271076.htm
Mak, B.S.Y., Cheung, A.C.K., Guo, X., & Abrami, P.C. (2017). Examining the impact of the ABRACADABRA (ABRA) web-based literacy program on primary school students in Hong Kong. Education and Information Technologies, 22(6):2671-2691. DOI: https://doi.org/10.1007/s10639-017-9620-3
Peng, P., & Tao, S. (2009). The role of word decoding, English language comprehension and general cognitive abilities in Chinese children’s English reading learning. Foreign Language Teaching and Research, 41(1):30-37+80-81. [Chinese] http://www.cnki.com.cn/Article/CJFDTotal-WJYY200901007.htm
Qi, W. (2009). Retrospect of the study of children’s language in my country. Journal of Nanjing University of Posts and Telecommunications (Social Science Edition), 11(1):54-59. [Chinese] DOI: https://doi.org/10.14132/j.cnki.nysk.2009.01.002
Savage, R., Abrami, P.C., Piquette, N., Wood, E., Deleveaux, G., Sanghera-Sidhu, S., & Burgos, G. (2013). A (Pan-Canadian) cluster randomized control effectiveness trial of the ABRACADABRA web-based literacy program. Journal of Educational Psychology, 105(2):310-328. DOI: https://psycnet.apa.org/doi/10.1037/a0031025.
Snow, C.E., & Hoefnagel-Höhle, M. (1978). The critical period for language acquisition: Evidence from second language learning. Child Development, 49(4):1114-1128. DOI: https://doi.org/10.2307/1128751
Su, L. (2000). The impact of mother tongue transfer on second language learning. Journal of Beijing International Studies University, 7(4):44-52. [Chinese] http://www.cnki.com.cn/Article/CJFDTotal-JDEW200004009.htm
Wang, L., & Wen, Q. (2004). The transfer of native language proficiency to second language writing: cross-language rationale and path. Foreign Language Teaching and Research, 48(3):2 05-212+241. [Chinese] DOI: https://doi.org/10.3969/j.issn.1000-0429.2004.03.006
Williams, K.T. (2001). Group reading assessment and diagnostic evaluation. American Guidance Service.
Wolgemuth, J.R., Abrami, P.C., Helmer, J., Savage, R., Harper, H., & Lea, T. (2014). Examining the impact of ABRACADABRA on early literacy in Northern Australia: An implementation fidelity analysis. The Journal of Educational Research, 107(4):299-311. DOI: https://doi.org/10.1080/00220671.2013.823369
Wolgemuth, J.R., Savage, R., Helmer, J., Harper, H., Lea, T., Abrami, P.C., Kirby, A., Chalkiti, K., Morris, P., Carapetis, J., & Louden, W. (2013). ABRACADABRA aids Indigenous and non-Indigenous early literacy in Australia: Evidence from a multisite randomized controlled trial. Computers & Education, 67:250-264. DOI: https://doi.org/10.1016/j.compedu.2013.04.002
Wood, E., Grant, A.K., Gottardo, A., Savage, R., & Evans, M.A. (2017). Software to promote young children’s growth in literacy: A comparison of online and offline formats. Early Childhood Education Journal, 45(2):207-217. DOI: https://doi.org/10.1007/s10643-016-0779-9
Wu, Q. (2000). Cognitive psychoanalysis on the process of second language acquisition. Foreign Language Teaching and Research, 44(4):290-295. [Chinese] http://www.cnki.com.cn/Article/CJFDTotal-WJYY200004009.htm
Wu, Y., & Wen, Z. (2011). Statistical analysis process related to null hypothesis testing. Psychological Science, 34(1):230-234. [Chinese] DOI: https://doi.org/10.16719/j.cnki.1671-6981.2011.01.038
How to Cite
Gu, H., Yao, J., Bai, P., Zhou, L., Cheung, A. C., & Abrami, P. C. (2021). Does Abracadabra Help Improve the English Reading Ability of Chinese Elementary School Students? A Quasi-Natural Experimental Study . Science Insights Education Frontiers, 9(2), 1221–1240. https://doi.org/10.15354/sief.21.or041
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