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The study tests its effectiveness for improving third-grade students’ English literacy skills in Nanjing, China.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How were students assigned and what approaches were used in treatment schools?",{"text":67,"@type":63},"999 students participated: 711 in three treatment schools and 288 in three control schools. Treatment schools implemented three approaches: a weekly computer laboratory, noontime study after lunch, and single-game instruction during every English lesson.",{"name":69,"@type":60,"acceptedAnswer":70},"What were the main findings after 20 weeks, including differences across treatment groups?",{"text":71,"@type":63},"After 20 weeks, the overall effect size was +0.05. The single-game instruction group showed the smallest effect size (d = -0.52), while the noontime study and laboratory groups produced effect sizes of 0.39 and 0.55, respectively. 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K. Cheung  \nThe Chinese University of Hong Kong  \nPhilip C. Abrami  \nConcordia University  \nECNU Review of Education 2021, Vol. 4(1) 84–107 ª The Author(s) 2020 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2096531120972709](DOI: 10.1177/2096531120972709)[ ](DOI: 10.1177/2096531120972709)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nAbstract  \nPurpose: This study explores the effectiveness of a A Balanced Reading Approach for Children Always Designed to Achieve Best Results for All (ABRACADABRA; hereinafter, ABRA)—a webbased literacy program designed by Concordia University in Canada—on third-grade students in Nanjing, China.  \nDesign/Approach/Methods: Participants comprised 999 students from three treatment schools (N ¼ 711) and three control schools (N ¼ 288). Three different approaches were used in the treatment schools: namely, a computer laboratory once a week, noontime study after lunch, and single-game instruction (SG) during every English lesson. Interviews were also conducted with teachers, producing qualitative data.  \nCorresponding author:  \nJijun Yao, Nanjing Normal University, Nanjing 210024, China.  \nEmail: [yaojijun_njnu@163.com](yaojijun_njnu@163.com)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nFindings: Following 20 weeks of intervention, the overall effect size was þ0.05. The SG group reflected the smallest effect size (d ¼ -0.52). The noontime study group produced an effect size of 0.39, and the laboratory group an effect size of 0.55. This study conducted interviews with teachers to gain a qualitative understanding of the differential impacts. In doing so, this study found that teachers in the SG group were poorly motivated due to a lack of school support and heavy workload, resulting in passive roles and low ABRA program intensity.  \nOriginality/Value: The results of this study indicate that ABRA is an effective means of improving Chinese students’ English literacy skills. Results also underscore the need for critical measures to encourage teachers to actively participate in the program.  \nKeywords  \nA web-based literacy tool, ABRACADABRA, China, foreign language learning, teaching strategies Date received: 18 February 2020; accepted: 20 October 2020  \nIntroduction  \nIn foreign language learning, the learning medium is essential for reducing the negative transfer effect from the mother language and bridging the two language systems (Su, 2000; Yang & Hu, 2004) . Chinese textbooks employ the International Phonetic Alphabet (IPA) as the medium of foreign language learning at the middle school level. However, this medium is unsuitable for primary school students—that is, beginner level English language learners—because the different pronunciationsand forms of writing may confuse students, negatively impacting their ability to memorize and retain language learning. Moreover, the IPA is constantly updated, requiring the frequent modification of textbooks and teaching strategies to adapt to these changes. As such, thereis no appropriate and stable medium of language learning for primary students in China (Zhu, 2018) .  \nPhonics is a popular learning medium in English-speaking c","cbCaic0htXJA2jwi","https://ap.wps.com/l/cbCaic0htXJA2jwi","pdf",236095,24,"English","# Abstract\n## Purpose\n## Design/Approach/Methods\n## Findings\n## Originality/Value\n# Introduction","[{\"question\":\"What is ABRACADABRA and what does the study aim to test?\",\"answer\":\"ABRACADABRA is a web-based literacy program. The study tests its effectiveness for improving third-grade students’ English literacy skills in Nanjing, China.\"},{\"question\":\"How were students assigned and what approaches were used in treatment schools?\",\"answer\":\"999 students participated: 711 in three treatment schools and 288 in three control schools. Treatment schools implemented three approaches: a weekly computer laboratory, noontime study after lunch, and single-game instruction during every English lesson.\"},{\"question\":\"What were the main findings after 20 weeks, including differences across treatment groups?\",\"answer\":\"After 20 weeks, the overall effect size was +0.05. The single-game instruction group showed the smallest effect size (d = -0.52), while the noontime study and laboratory groups produced effect sizes of 0.39 and 0.55, respectively. Teacher interviews helped explain differential impacts, including weak motivation in the single-game group due to limited support and heavy workload.\"}]","A Quasi-Experimental Study of a Web-Based English Literacy Tool for Grade 3 Students in China - Abstract - Purpose, Methods, Findings | PDF",1792092075]