Abstract:
Two grade-one English teachers and their students from two World Vision schools in Kirindon (a remote region of Narok County, Kenya) participated in this study; one teacher used ABRA-READS as part of her English Language instruction (40 students) and one control teacher (40 students) did not use the tools. Analysis of findings show that after exposure to the ABRA and READS instruction, the students improved their scores at a higher rate than their peers from the control class. ABRA/READS students showed significantly larger improvements in Vocabulary, Reading Comprehension, and Total Grade. The software helped learners become active learners and to reason faster.
