Abstract
AbstractABRACADABRA (ABRA) is an evidence‐based suite of interactive multimedia that engages learners in the development of core reading skills. This meta‐analysis presents an update of the research evidence about the effectiveness of ABRA for elementary students. It reports 91 effect sizes in six reading‐related outcomes for a sample of 7,388 students. Regardless of context and measurement type, the studies yielded positive effects of ABRA, ranging in magnitude from g+ = 0.080 for Vocabulary Knowledge to g+ = 0.378 for Phonemic Awareness and reaching statistical significance in four outcome categories. This meta‐analysis adds to our understanding of the effectiveness of ABRA‐based reading instruction by exploring factors of research design, ABRA design and implementation contexts, and various student characteristics and offers implications for instructional practice.
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