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ABRACADABRA Interface: Professional Development Stories and Activities

Explore rhyme- and phoneme-based models in literacy instruction, including the analysis of syllables into consonants and rimes, with a focus on smaller grapheme-to-phoneme units. This research-based approach contrasts rime- and phoneme-based methods, investigating the effectiveness of computer-based literacy interventions through controlled studies. The Abracadabra Research Design presents a structured comparison of interventions A and B, emphasizing blending, segmenting, and progression from sentences to rhymes.

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ABRACADABRA Interface: Professional Development Stories and Activities

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  1. ABRACADABRA Interface

  2. Interface with Explanations

  3. Professional Development

  4. Stories and Activities

  5. Rhyme- and phoneme-based models • Rhyme-based models (Goswami & Bryant, 1990; Goswami, 1999) emphasize analysis of a syllable into the initial consonant(s) and rimes (e.g. ‘back’ might be analyzed into ‘b’ – ‘ack’). • Models based on smaller grapheme-to-phoneme units (hereafter GPCs) emphasize analysis of all constituent phonemes of a syllable (e.g. ‘back’ segmented into ‘b’ - ‘a’-‘ck’).

  6. Direct contrasts of rime- and phoneme-based instruction • Some studies have investigated small grapheme to phoneme units (e.g. Solity, Deavers, Kerfoot, Crane, & Cannon, 1999, Stuart, 1999; Vellutino et al., 1996) • Other studies have taught rime units (e.g. Bradley, & Bryant, 1985; Greaney, Tunmer, & Chapman, 1997; Wise, Olson, & Treiman, 1990). • Interventions are ‘horse race’ models, contrasting rime- or phoneme- based training with philosophically distinct methods of reading (e.g. Iversen & Tunmer, 1993) or untaught controls (e.g. Ball & Blachman, 1991)

  7. The need for controlled research studies of computer-based literacy • There is a large body of research on computer-based intervention • Much research has not been well-controlled Lack of randomized control Studies have not ‘isolated the medium of instruction’ (Torgersen & Zhu, 2003)

  8. Abracadabra Research Design • Groups of 4 students, randomly assigned to intervention A or B, removed from their class during language arts period • Each for 20 minutes 4 times per week • Each group also received identical comprehension, fluency tasks but differed in subtle ways on aspects of alphabetic: • Intervention A: these students’ activities had a particular focus on blending and segmenting activities. • Intervention B: these students’ activities focused on a progression from sentences to words to rhymes. • Comparison group: This group remained in the classroom and received classroom language arts instruction.

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