Projects per year
This effectiveness trial evaluation found that children in schools receiving the paper-based version of the ABRA programme madean average of 2 additional months’ progress in reading compared to children in schools that did not receive the programme. Children in schools receiving the ICT version of the programme made no additional progress in reading, on average, compared to children in schools that did not receive the programme. These results have a high security rating. Children in both schools receiving the paper-based programme and in schools receiving the ICT programme made additional progress in decoding and letter-sound knowledge compared to children in other schools, suggesting that both versions of the programme benefit pupils. A small positive impact on pupils’ attitudes to reading was also identified for pupils in schools receiving the paper-based programme.
79% of schools receiving the ICT version of the programme reported experiencing technology issues, which may explain why the ICT version of the programme was less impactful than the paper-based version. These issues were mainly linked to internet connectivity. In the EEF’s previous efficacy trial, schools delivering the ICT-based programme were provided with a laptop with an offline version of the ABRA software installed, meaning schools were not reliant on internet connectivity. Online access to the programme was provided for this effectiveness trial, as a more feasible and scalable way for schools to use the programme.
The EEF intends to explore the potential for bringing this programme to more schools.
|Publisher||Education Endowment Foundation|
|Publication status||Published - 1 Sept 2022|