Training effects were larger on outcome measures aligned with the trained skill (blending, segmenting) than on less aligned measures¶

Claim · All claims
Evidence · 1 study · review r? · q2
Currency · newest study 2006 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the O'Connor et al. (1993a, b, c) and Slocum et al. (1993a, b) studies, effects on measures more aligned with the nature of the training (blending, segmenting) were larger than effects on less aligned measures. → What Works Clearinghouse 2006

Evidence¶

What Works Clearinghouse 2006¶

What Works Clearinghouse, U.S. Department of Education. (2006). WWC Intervention Report: Phonological Awareness Training. https://ies.ed.gov/ncee/wwc

q2 · i? · review · r?

A footnote observation by the WWC across the O'Connor et al. and Slocum et al. studies, noting "the effects on measures that were more aligned with the nature of the Phonological Awareness Training (i.e., blending, segmenting) were larger than the effects on measures less aligned."

"the effects on measures that were more aligned with the nature of the Phonological Awareness Training (i.e., blending, segmenting) were larger than the effects on measures less aligned with the nature of the Phonological Awareness Training."

Discussion¶

Learner Variables¶

• Phonological Awareness — outcome: instruction changes it

Related Claims¶

• ITS evaluation results depend strongly on test type: effects are large on locally developed tests (ES = 0.73) and small on standardized tests (ES = 0.13) — the general claim this finding bears on, with the studies behind it
• Segmentation is the only alphabetics outcome the WWC confirmed statistically significant across multiple studies — a narrower finding that bears on this claim
• Spatial Training Improves Math Performance — a broader claim this one bears on
• Phonemic Awareness Training Improves Reading — related
• Blending-focused phonological awareness training produced statistically significant positive differences on blending outcomes in O'Connor et al. (1993) — a narrower finding that bears on this claim
• Blending outcomes showed no statistically significant effects of DaisyQuest in the Lonigan et al. (2003) trial — related
• EIR® produced statistically significant positive effects on first-grade alphabetics outcomes (segmentation and blending, vowel sounds) — related