Blending outcomes showed no statistically significant effects of DaisyQuest in the Lonigan et al. (2003) trial¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2006 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Word blending, syllable/phoneme blending, and multiple-choice blending showed no statistically significant differences between the intervention and comparison groups. → DaisyQuest for Preschool Children 2006

Evidence¶

DaisyQuest for Preschool Children 2006¶

DaisyQuest for Preschool Children. (2006). What Works Clearinghouse Intervention Report, U.S. Department of Education. https://ies.ed.gov/ncee/wwc

q3 · i? · causal · r?

In the Lonigan et al. (2003) randomized controlled trial, the word blending outcome showed a mean difference of 1.35, effect size 0.33, marked "ns" (not statistically significant). Syllable/phoneme blending had an effect size of 0.01 and multiple-choice blending 0.26, both ns. Equivalence was not tested.

"Word blending 3–5 year olds 41 5.59 (4.10) 4.24 (3.97) 1.35 0.33 ns +13"

Discussion¶

Learner Variables¶

• Phonological Awareness — outcome: instruction changes it

Related Claims¶

• In Lonigan et al. (2003), DaisyQuest effects were statistically significant on four of eight phonological processing outcomes and not significant on the others — related
• DaisyQuest has positive effects on phonological processing in preschool children, with a domain-average effect size of 0.68 across two randomized controlled trials — a broader claim this one bears on
• DaisyQuest improved phonological awareness over regular schooling in a child-care facility randomized trial — related
• Blending-focused phonological awareness training produced statistically significant positive differences on blending outcomes in O'Connor et al. (1993) — related
• Training effects were larger on outcome measures aligned with the trained skill (blending, segmenting) than on less aligned measures — related