Control-group pre-K children showed no statistically significant change on either measure over the ten-week period¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The control group's completion task scores did not change significantly from pretest to posttest. → Harper 2011 q2 i? The control group's pre-K PALS scores did not change significantly from pretest to posttest. → Harper 2011 (2)

Evidence¶

Harper 2011¶

Harper, L. J. (2011). Nursery rhyme knowledge and phonological awareness in preschool children. The Journal of Language and Literacy Education [Online], 7(1), 65-78. https://eric.ed.gov/?id=EJ1097164

q2 · i? · causal · r1

Within-group comparison of N=9 control children on the nursery rhyme completion task before and after the ten-week period. Means were 3.33 at pretest and 3.89 at posttest; the article reports the scores were "not significantly different (Wilcoxon Signed Rank Test, two-tailed, Z=-1.089, P=0.276)".

"The pre- and post-test completion task scores for the control group were not significantly different (Wilcoxon Signed Rank Test, two-tailed, Z=-1.089, P=0.276)."

Harper 2011 (2)¶

Harper, L. J. (2011). Nursery rhyme knowledge and phonological awareness in preschool children. The Journal of Language and Literacy Education [Online], 7(1), 65-78. https://eric.ed.gov/?id=EJ1097164

q2 · i? · causal · r1

Within-group comparison of N=9 control children on the pre-K PALS tasks over the same ten-week period. Means were 7.00 at pretest and 8.22 at posttest; the article reports the scores were "not significantly different (Wilcoxon Signed Rank Test, two-tailed, Z=-0.768, P=0.443)".

"The pre- and post-test pre-K PALS scores for the control group were not significantly different (Wilcoxon Signed Rank Test, two-tailed, Z=-0.768, P=0.443)."

Discussion¶

Learner Variables¶

• Phonological Awareness — outcome: instruction changes it

Related Claims¶

• A no-instruction control group showed no knowledge change over the six-week period, ruling out testing and external influences — related
• The lecture-based control group showed no significant achievement change over the three-week period — related
• Achievement goal motivation declined significantly in the control group over the four-week traditional teaching period — related
• Both the control and treatment groups improved significantly in accuracy of multiplication fact answers from pretest to posttest — related
• Pre-K children receiving explicit nursery rhyme instruction significantly improved their nursery rhyme completion scores over ten weeks — related
• Pre-K children receiving explicit nursery rhyme instruction significantly improved their phonological awareness (PALS-Pre-K) scores — related
• Gains from nursery rhyme training were greatest in rhyme awareness and least in beginning sound awareness — related