Is the pen mightier than the computer?

The Education Endowment Foundation (EEF) has published a report assessing the impact of Abracadabra (ABRA), a 20-week online literacy programme, on literacy outcomes for Year 1 pupils. ABRA is composed of phonic fluency and comprehension activities based around a series of age-appropriate texts and is designed to be delivered by a teaching assistant to groups of three to five pupils in four 15-minute sessions per week. The EEF evaluation tested the ABRA online intervention alongside a paper-based alternative using the same material.

Fifty-one schools were randomly assigned to receive either a 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 the online intervention (ABRA), the paper-based intervention, or standard literacy provision.

Positive effects were found for both the online and paper-based interventions. Pupils in the online treatment group (effect size = +0.14) and the paper-based treatment group (ES = +0.23) both showed an improvement in literacy outcomes. The impact was higher for children eligible for free school meals for both ABRA (+0.37) and the paper-based intervention (+0.40). Pupils with below average pre-test outcomes seemed to benefit from ABRA, whereas the paper-based intervention seemed to benefit all pupils. Pupils who received normal literacy provision in the schools where the interventions took place did better than pupils who received normal literacy provision in control schools.

Source: ABRA: Online reading support: Evaluation report and executive summary (2016), Education Endowment Foundation