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Trousse d’apprentissage+

La “trousse d’apprentissage” (connu affectueusement sous le nom de LTK) est conçue pour soutenir le développement de compétences transversales comme la littératie et la recherche d’informations dans un environnement qui encourage l’autorégulation, une stratégie essentielle pour l’apprentissage efficace tout au long de la vie.
Le LTK n’aurait pas pu être développé sans la généreuse contribution des  donateurs ainsi que le dévouement de notre équipe.


Sept. 14, 2015 - ABRACADABRA Apprendre à lire en ligne - "Le programme d’apprentissage de la lecture Abracadabra, un outil en ligne reconnu pour son efficacité, compte maintenant une version française." Pour plus d’informations, veuillez consulter l’article dans le journal La Presse

Sept. 8, 2015 - Pour que chaque enfant sache lire : Lancement du projet ABRACADABRA! Le centre de transfert pour la réussite éducative du Québec (CTREQ) a collaboré sur le projet.  Pour en savoir plus sur leur participation voir l'article sur leur site

Sept. 8, 2015 - World Literacy Day: eLearning en français. The CSLP launches it's French-language version of ABRACADABRA. To read more about the launch please see the article in Concordia News.

Sept. 5, 2015 - Le lancement de la version française d’ABRACADABRA a eu lieu lors de la Journée internationale de l’alphabétisation. Pour plus d’informations, veuillez consulter l’article dans le journal Le Devoir.

Aug. 17, 2015: The CSLP is very pleased to announce the release of the Learning Toolkit Plus. Our latest enhanced version of the LTK+ contains the following new additions and revisions:

  • All users: Redesign of the LTK Login and Lobby pages (French and English)
  • Level 1 and 2 users: Launch of the French adaptation of ABRACADABRA; launch of ELM (Emerging Literacy in Mathematics) software in French and English; and additions to READS, our Repository of EBooks and Digital Stories
  • Level 2 users only: Revisions to IS-21 including the addition of a Flexible mode; some new features in Guided mode, and the launch of the French version. Send us an email ( if you wish to receive the upgrade notice.

July 10, 2015 - In a recent investigation of the quality of early literacy software (Wood et al., 2014),  ABRACADABRA scored highest among the 23 tools studied. The researchers noted that high-quality programs like ABRA showed an age-appropriate, balanced approach to literacy focusing on the development of several different skills including alphabetic knowledge and phonological awareness. The full-text article can be found at

July 8, 2015 - Our Spring 2015 LTK newsletter is now online at (Spring, 2015 issue). Download it to discover new developments to the LTK tools as well as updates on our research projects. In the Spring issue, find out how ELM/ORME is being used in classrooms and learn about the upcoming release of two music tools, including our first app, designed to support young musicians in their practice and learning.

July 2, 2015 - In a new report (Gosselin, et al. 2015), researchers from the Université du Québec á Montréal present the development and initial evaluation of the Parent Zone section from the French version of ABRACADABRA, which is set to launch in Fall 2015. The Parent Zone provides information and resources that support parents' involvement in their children's early literacy development.
Download the full report (in French only)[PDF-1.5MB]View Further information about French ABRACADABRA.

June 7, 2015 - We are very pleased to announce the release of the LTK+ coming in the Fall 2015. This release will include access to READS: A Repository of Digital Stories, the French Adaptation of ABRACADABRA, and ELM: Emerging Literacy in Mathematics. Be sure to watch for our release notice in August 2015. Developed in PhP, the LTK uses a MySQL database and is installed on a school board/division/district's server. It is available at no charge to the educational community. For further information on the LTK, please contact Anne Wade at or visit each tool's website and click on Contact Us.

LTK Prix d’excellence

Chaque année, le CSLP souligne le travail d’un enseignant, d’un directeur ou d’un conseiller pédagogique qui implante et promeut activement le LTK.

  • Utilise le LTK comme partie intégrante de son enseignement, et ce, de façon soutenue.
  • Démontre une compréhension des principes pédagogiques sous-jacents au LTK.
  • Encourage l’utilisation du logiciel à la maison.
  • Être engagé dans un processus de développement professionnel en participant aux différents ateliers de formation du LTK.
  • Participe activement dans la communauté du LTK en partageant son expérience et/ou son matériel d’enseignement/apprentissage.
  • Valorise et contribues aux évidences sur l’efficacité et l’implantation du LTK.

Les nominations sont acceptées au début du printemps de chaque année. La date limite pour les nominations est le 1er mai 2015, à 17H00.

Récipiendaires précédents

2014: Monsieur Thomas Stenzel, Consultant, LEARN

2013: Madame Mary Ellen Lych, enseignante de 1er cycle, école primaire St-Johns, RSB

2012: Madame Irene Tsimiklis, enseignante de 1er cycle, Hillcrest Academy, SWLSB

2011: Madame Tanya Beccat, enseignante de 1er cycle, Leonardo da Vince Academy, EMSB

Si vous désirez explorer la version de démonstration du LTK ou si vous avez besoin d’aide pour l’installation, ou si vous avez d’autres questions, nous vous prions de compléter le formulaire ci-dessous.

Hong Kong

The Centre for Enhancing English Learning and Teaching, the TWGH Tang Shiu Primary School, and the CSLP are collaborating on an exciting new project using ABRACADABRA to teach early literacy skills within Hong Kong classrooms.

Led by Drs. Barley Mak, Alan Cheung (Centre for Enhancing English Learning and Teaching at the Chinese University of Hong Kong), and Phil Abrami (CSLP) ABRA will be piloted in three grade two classrooms within TWGH Tang Shiu Primary School from September 2013 to February 2014.

Abrami and Anne Wade visited Hong Kong in September to provide professional development to participating teachers and to learn about the classroom context.

Following implementation, the literacy achievement of these students will be compared to those of the control classes. Pending funding, this pilot project will provide the groundwork for an expanded literacy project.


A pilot study was recently conducted at the Aga Khan Academy in Mombasa (AKAM) in partnership with the Centre for the Study of Learning and Performance (CSLP) at Concordia University in Montreal, Canada. The purpose of the study was to explore the feasibility and effectiveness of using the ABRACADABRA early literacy software (ABRA) developed by the CSLP and its related print-based materials with emerging readers in Kenyan schools. The results were very positive, indicating a significant improvement not only in literacy, but also in math, science and social studies. They also indicated an extraordinary level of engagement from participating teachers, students, principals and parents. The project has generated tremendous local enthusiasm for the continued use of ABRA and has yielded important insights for the second phase of the study now underway in Mombasa.

Other Resources

2020, March: 2019 Kirindon Literacy study: Using ABRACADABRA and READS Read more here

2019, July: The International Development Research Centre (IDRC) created the video Improving literacy through digital learning in Kenya, which shows the implementation of ABRA in Kenyan classrooms. video: English versionEn Français and read more about it.    

2019, July: A report on the 2018 Feasibility Study of ePEARL conducted in Mombasa secondary schools was prepared by researchers Larysa Lysenko, Anne Wade, Philip C. Abrami and Vivek Venkatesh (from the CSLP, Montreal, Canada), Maina WaGioko and Enos Kiforo (from Aga Khan Academy, Mombasa, Kenya) and Anne Gatende (from I Choose Life, Kenya). The report is available here.

2019, July: Two recent articles talk about our literacy work in Kenya. Read more about the visit of the LTK+ team to the Trans Mara region as well as about the different initiatives at Concordia to spur innovation in Africa.  

2019, January: New opportunities, at their fingertips. Tracey Evans' (Program Manager at Aga Khan Foundation Canada) article on the use of the LTK+ in Mombasa classrooms. Read more here

2018, September: Anne Wade, CSLP Manager and Information Specialist, has written a guest article for the Aga Khan Academies Newsletter. Read it to find out more about our partnerships and vision for the future. 

2017, August: UNESCO honours Concordia’s Centre for the Study of Learning and Performance. Read more here

2017: Using ABRACADABRA in Kenyan Classrooms: Testimonials from teachers

2016, December: Anne Wade, manager of the CSLP, conducted an interview with Mary Nyale, a teacher at Ganjoni Primary School, regarding the success she has had using ABRA in her classroom.  Full interview

2016, November: The Canadian High Commissioner, Sara Hardecky, Tweeted about the use of ABRACADABRA in Mombasa! Link to Tweet

The roots of this remarkable partnership go back to 2010 when the Aga Khan Foundation (AKF) Canada held a highly successful three week-long "Bridges that Unite" exhibition at Concordia University, followed by a series of joint workshops involving AKF field workers and Concordia graduate students. These rich interactions led eventually to meetings between the CSLP team and staff from the Aga Khan Academies Unit in France, during which the Mombasa pilot project was proposed. In January 2012, the CSLP team conducted a reconnaissance visit to Mombasa to learn about the Kenyan context, establish partnerships with local schools, universities and teachers' colleges and pave the way for the project to begin.

The 13-week study was conducted with 12 English teachers and their 354 grade 2 students from six primary schools in the Mombasa area. These were randomly divided in half with six teachers using ABRA as part of their English Language instruction and six teachers continuing to teach their classes without the use of ABRA (they were subsequently given the opportunity to use it in phase 2). A three day initial training workshop was held for the ABRA teachers on how to use the software, with an emphasis on how best to integrate use of the software into classroom teaching. Teachers were provided with teaching materials including an ABRA curriculum developed by the CSLP team to align with the Kenyan English Language requirements for standard two students. The GRADE (Group Reading Assessment and Diagnostic Evaluation) test, a standardized measure designed to assess reading skills and monitor reading progress, served to provide needed baseline data on the students' existing skill levels and was administered as a pretest to both groups of students in May 2012.

Each ABRA group was then bussed to the Aga Khan Academy one morning each week for a 90 minute long session in the Junior School computer lab, which houses 24 computers each with full access to the software. These sessions were then supplemented with classroom extension activities delivered in their regular classrooms. Post-test data were then collected, again using the GRADE test, at the end of November.

Not surprisingly, due to an emphasis in the Kenyan curriculum on teaching vocabulary and word recognition, both groups gained substantially in that regard. However, on comprehension-related scores, students in the ABRA classes improved significantly more than the students who did not use the software. Specifically, they improved more on passage comprehension and listening comprehension assignments. Perhaps most interesting was the fact that, as a result of their improved literacy, students in the ABRA group also showed greater improvement in other subjects (particularly in math and science) on their end of year exams.

A desire to engage with ABRA and a thirst for learning with technology were clearly evident throughout the study. All the teachers gave powerful testimonials about how successful the use of ABRA had been and how positively it had impacted on their students. They spoke of how their teaching had changed and how they had come to realize that with the right tools every child is reachable. When asked to return their iBooks teachers appealed to keep the machines longer in order to continue to use the software, indicating that their students were asking why they couldn't use ABRA anymore.

"When I grow up I am going to ABRACADABRA University." - Class 2 student, Mombasa

During a formal reception, held at the end of the study, teachers, principals and students all spoke movingly about their experiences using ABRA and their deep appreciation of the positive impact of the software. One principal pleaded to make ABRA available to every student in Kenya. She spoke at length about the effect it had on the students in her school, commenting on the excitement of the bus rolling up each week, the improved overall marks in class 2 and the requests from other teachers in her school to use the software. The teachers spoke passionately about how they had become better literacy teachers, how much more motivated their students were and how much better they were doing academically. One parent spoke of how demotivated, sad and illiterate her son had become after his father died. He then began to learn to read with ABRA and had already begun to correct her English.

Jointly supported by AKAM and CSLP, Phase 2 of this project is already underway with data being collected from the non ABRA classes who are now using ABRA in the AKAM lab. This second phase is incorporating lessons learned from the pilot project especially with regard to how best to train teachers in the effective integration of the software into literacy instruction. In January, 2014, Phase 3 of the project will unfold with expansion to Nairobi made possible through funding from the Social Science and Humanities Research Council of Canada under its Partnership Development program.

Aligning well with the Kenyan Government's Vision 2030 and the Ministry of Education's expressed interests and directives in both improving literacy and in increasing technology use in schools, the Mombasa study was particularly timely. The team is now also exploring funding opportunities for a larger-scale, multi-year research and development project focused on combining the use of technology and well-focused teacher professional development to improve early literacy in a variety of other national contexts.

2013 Pilot Study

2014 Study

Financial and in-kind support for the project was provided by the CSLP, the Aga Khan Academies Unit and the Aga Khan Academy in Mombasa

The project team: From Left to Right: Enos Kiforo (Facilitator), Rosemary Waga (Aga Khan Primary School), Mary Nyale (Ganjoni Primary School),Grace Akinyi (Shanzu Teacher's Training College), Elizabeth Mupe Kirumbi (Makande Primary School), Esther Charo (Tom Mboya Primary School), Rose Nyale (Star of the Sea Primary School), Hope Lumbukeni (Facilitator, Aga Khan Academy, Mombasa), Phil Abrami (CSLP), Joyce Kiioh (Central Girls Primary School), and Anthony Gioko (Project Coordinator)

Missing: Jonathon Marsh (Aga Khan Academies Unit), Larysa Lysenko (CSLP) and Anne Wade (CSLP)

See also the news release on the Aga Khan Academy's website - ABRACADABRA - Learning Toolkit (LTK)

ABRACADABRA, Changing How We Learn a 7-minute TV segment that aired on Kenya's Tazama newsmagazine show on Sept. 15, 2014 - Abracadabra, changing how we learn

Principes de conception des logiciels du CEAP

Le CEAP a développé une série de principes concernant la recherche, la conception, l’éthique et la communauté. Ces principes sont utilisés pour guider la conception et le développement de nos logiciels éducatifs (Veuillez noter que ces documents sont disponibles uniquement en anglais).

Téléchargez les principes de conception des logiciels du CEAP (Document en anglais).

The Learning ToolKit (LTK) is designed to support the development of literacy, inquiry, self-regulation and other cross-curricular competencies within an environment that encourages self-regulated learning, an essential strategy for effective, lifelong learning. All three tools provide just-in-time multimedia and scaffolded feedback to support student learning and teacher professional development. This book is comprised of teacher guides (manuals) and resources that will guide the user towards the proper use and implementation of the LTK tools in a classroom setting. A bibliography of the substantive body of research, which exists to support the development, as well as the effectiveness of each of the tools, is also included.

Please go to the CreateSpace estore to purchase your copy:

LTK+ Newsletters

Abrami, P.C., Savage, R.S., Deleveaux, G., Wade, A., Meyer, E. & Lebel, C. (2010). The Learning Toolkit: The Design, development, testing and dissemination of evidence-based educational software (pp.168-187). In, P. Zemliansky & D.M. Wilcox (Eds.). Design and implementation of educational games: Theoretical and practical perspectives. Hershey, PA: IGI Global. doi: 10.4018/978-1-61520-781-7.ch012

Abrami, P.C., Wade, A.C., Savage, R.S., Deleveaux, G.& Meyer, E. (2009 May). The Learning toolkit (LTK): Evidence-based educational software. Presented at the Canadian Association of Educational Psycholoy (CAEP) conference during the Canadian Society for the Study of Education (CSSE) Conference, Ottawa, ON

Abrami, P. C., Savage, R., Wade, A., Hipps, G. & Lopez, M. (2008). Using technology to assist children learning to read and write. In T. Willoughby & E. Wood (Eds.), Children's learning in a digital world. ( pp.129-172). Oxford, UK: Blackwell Publishing. doi: 10.1002/9780470696682.ch6

See also our list of papers and publications under Resources on the ePEARLABRACADABRA and SESI-21 pages.

Le LTK est disponible sans frais aux communautés éducationnelles et scolaires. Par contre, avant d’utiliser nos outils, il est recommandé de parler aux services éducatifs ou au CEAP afin de discuter des opportunités de développement professionnel.

Le soutien pédagogique et technologique est offert gratuitement aux établissements de recherche. Vous trouverez, ci-dessous, les documents concernant l’accès gratuit au soutien pédagogique et technologique pour les autres établissements.

Veuillez noter que nos pages de Soutien aux utilisateurs finaux et de Soutien informatique sont en cours de construction; vous pourriez être redirigé temporairement vers une page en anglais.

CHERCHEURS : Je suis membre d’un établissement d’enseignement ou de recherche qui souhaite utiliser la Trousse d’apprentissage à des fins de recherche :
Si vous avez l’intention d’utiliser la Trousse d’apprentissage du CEAP, l’un ou l’ensemble des logiciels ou encore du matériel de soutien pédagogique, soit en anglais ou en français, comme ABRACADABRA, LIRE, ORME, PERLE, SESI 21, vous devez d’abord 1) obtenir au préalable le consentement écrit des chercheurs de l’Université Concordia qui ont développé la Trousse au moyen de la Demande d’autorisation pour l’utilisation de LTA+; et (2) signer le contrat de licence pour LTA+ Contrat de Licence - Trousse D'apprentissage du CEAP .

Une Demande d’autorisation pour l’utilisation de LTA+ doit comprendre : 1) une description du projet proposé; 2) la preuve d’une formation préalable ou prévue portant sur l’utilisation du ou des logiciel(s); 3) les stratégies proposées pour assurer la fidélité de la mise en œuvre; et 4) la nature et l’étendue de la participation et de la collaboration prévue du CEAP, y compris les modalités relatives aux droits d’auteur.
Veuillez faire parvenir ces documents dûment remplis à Anne Wade. Suivant l’approbation de votre demande, vous recevrez les instructions de téléchargement de LTA+.

ENSEIGNANTS : Je travaille pour une commission scolaire ou un organisme sans but lucratif qui souhaite implanter la Trousse d’apprentissage au sein de la commission scolaire ou de l’organisme :
Si vous avez l’intention d’utiliser la Trousse d’apprentissage du CEAP, l’un ou l’ensemble des logiciels ou encore du matériel de soutien pédagogique, soit en anglais ou en français, comme ABRACADABRA, LIRE, ORME, PERLE, SESI 21, au sein de votre commission scolaire ou organisme, vous devez d’abord signer le contrat de licence pour LTA+ Contrat de Licence - Trousse D'apprentissage du CEAP .
Veuillez faire parvenir ce document dûment rempli à Anne Wade. Suivant l’approbation de votre demande, vous recevrez les instructions de téléchargement de LTA+.

PARTICULIERS : Je travaille pour une école non affiliée ou je suis un particulier (par exemple, école à la maison) et je souhaite utiliser la Trousse d’apprentissage.
Veuillez faire parvenir votre demande à Anne Wade et vous recevrez les instructions de téléchargement de LTA+.

Veuillez communiquer avec Anne Wade (info.ltk@concordia.capour obtenir davantage d’informations.

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