Blending-focused phonological awareness training produced statistically significant positive differences on blending outcomes in O'Connor et al. (1993)¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In a randomized block design with 22 children ages 4 to 6 with developmental delays, phonological awareness training with a blending focus yielded three statistically significant positive differences over the comparison group on blending-knowledge outcomes. → Phonological Awareness Training 2012

Evidence¶

Phonological Awareness Training 2012¶

Phonological Awareness Training. (2012). WWC Intervention Report, U.S. Department of Education. https://ies.ed.gov/ncee/wwc

q3 · i? · causal · r?

Randomized controlled trial (randomized block design stratified by age and class, ranked by cognitive pretest) of 22 children ages 4 to 6 with developmental delays. Intervention children met in "small groups (three to five children) for 10 minutes a day, four times a week, for seven weeks."

"O’Connor et al. (1993) found, and the WWC confirmed, three statistically significant positive differences between the intervention (phonological awareness training with a blending focus) and comparison groups on outcomes targeting “blending” knowledge in the communication/language competencies domain."

Discussion¶

Learner Variables¶

• Phonological Awareness — outcome: instruction changes it

Related Claims¶

• Training effects were larger on outcome measures aligned with the trained skill (blending, segmenting) than on less aligned measures — a broader claim this one bears on
• Blending outcomes showed no statistically significant effects of DaisyQuest in the Lonigan et al. (2003) trial — related
• Segmentation is the only alphabetics outcome the WWC confirmed statistically significant across multiple studies — related