Wirkungsnachweis aus der Literatur
improvement of literacy as a result of the programme
Veränderung der schulischen Leistungen und Perspektiven
The children who received ABRA, or its offline alternative were found to make two and three months’ progress in literacy respectively compared to the children who received standard provision. This positive result would be unlikely to occur by chance. Both the ICT and non-ICT treatments were found to have positive results for literacy that were unlikely to have occurred by chance, although the size of the non-ICT effect is considerably higher. The process evaluation indicated that the implementation of both interventions was successful and benefitted from a well-designed and delivered training programme which emphasised fidelity and consistency facilitated by ongoing support from the project team.
Beschreibung der Aktivität
Abracadabra (ABRA) online/offline literacy programme
Online literacy programme composed of phonic fluency and comprehension activities based around a series of age-appropriate texts; Four 15-minute sessions per week are delivered by a teaching assistant (TA) to groups of three to five pupils. There exists an offline, paper and pencil version of the same intervention.
Großbritannien
20 weeks
year 1 pupils
teilnehmende Kinder und Jugendliche
Evaluierung der Aktivität
This report summarises the findings of a randomised controlled trial assessing the impact of ABRA on literacy outcomes for Year 1 pupils. The trial also assesses the impact of an offline, paper and pencil version of the same intervention (referred to here at ‘the non-ICT intervention’). Fifty-one schools were randomly assigned to either receive some version of the intervention or to act as a ‘control’ school delivering business as usual. In the schools receiving the intervention, pupils were randomised to receive one of the following options: (1) ABRA, (2) the non-ICT intervention, and (3) standard literacy provision. The process evaluation involved observing sessions to understand a variety of factors in the intervention. These included an evaluation of which elements contributed to successful implementation, the perceptions and experiences of TAs and project leads, levels of pupil engagement, and the mechanisms behind the estimated impacts.
(1) average programme delivery costs per pupil per year, ICT Intervention (2) average programme delivery costs per pupil per year, non-ICT Intervention (3) cost rating
(1)£25.56 (2)£25.47 (3) Very low: less than £80 per pupil per year.
1884 pupils included in the study
October 2014 and May 2015