DaisyQuest improved phonological awareness over regular schooling in a child-care facility randomized trial¶

Claim · All claims
Evidence · 2 studies · 2 causal r2 · q3 · i2 medium
Currency · newest study 2006 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In Foster et al. (1994, Experiment 1), both phonological awareness measures showed positive, statistically significant effects favoring DaisyQuest over the regular school program. → DaisyQuest 2006

q3 i2 In a randomized controlled trial with 27 four- to six-year-old children, the intervention group significantly outperformed the no-treatment comparison group on both the PAT (effect size 0.93) and the STOPA-E (effect size 0.87). → DaisyQuest for Preschool Children 2006

Evidence¶

DaisyQuest 2006¶

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

q3 · i? · causal · r2

Randomized trial of 27 students in a child-care facility assigned to DaisyQuest or regular program, using two phonological awareness tests. The report states effects were found "in favor of the DaisyQuest group" on both measures, confirmed by WWC calculations.

"For both measures, the authors found, and the WWC confirmed, positive, statistically significant effects in favor of the DaisyQuest group."

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 · i2 · causal · r?

Randomized controlled trial of 27 low- to middle-income children at a childcare center in Orem, Utah; intervention group used DaisyQuest for 20 sessions of approximately 20–25 minutes. Appendix A3 reports effect sizes of 0.93 (PAT) and 0.87 (STOPA-E), both "Statistically significant," with improvement indices of +32 and +31.

"The authors reported statistically significant differences favoring the intervention group on both outcomes, and this statistical significance was confirmed by the WWC."

Discussion¶

Related Claims¶

• DaisyQuest outperformed alternative reading software on phonological awareness in at-risk first graders — related
• DaisyQuest improved phonological awareness over regular kindergarten curriculum on three of four measures — 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
• 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 matched teacher-delivered phonological awareness instruction but beat other instructional software in low-progress readers — related
• DaisyQuest outperformed math-oriented control software on phonological awareness and phonics measures — related
• Blending outcomes showed no statistically significant effects of DaisyQuest in the Lonigan et al. (2003) trial — related
• The WWC rated DaisyQuest as having positive effects on phonological processing, its highest applicable rating — a broader claim this one bears on
• Phonological awareness training plus letter knowledge training has potentially positive effects on preschoolers' early reading/writing — related