DaisyQuest has positive effects on phonological processing in preschool children, with a domain-average effect size of 0.68 across two randomized controlled trials¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q3 · i2 medium
Currency · newest study 2006 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Across two RCTs meeting WWC evidence standards, DaisyQuest produced statistically significant positive effects on phonological processing, with a domain-average effect size of 0.68 and an average improvement index of +25 percentile points. → 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 · i2 · quant-synthesis · r?

WWC synthesis of two randomized controlled trials (Foster et al., 1994; Lonigan et al., 2003) totaling 68 preschool children. The domain average effect size across studies was 0.68, and the report states "The average improvement index for phonological processing is +25 percentile points across two studies."

"The average improvement index for phonological processing is +25 percentile points across two studies, with a range of –13 to +34 percentile points across findings."

Discussion¶

Learner Variables¶

• Phonological Awareness — outcome: instruction changes it

Related Claims¶

• Blending outcomes showed no statistically significant effects of DaisyQuest in the Lonigan et al. (2003) trial — a narrower finding that bears on this claim
• DaisyQuest improved phonological awareness over regular schooling in a child-care facility randomized trial — a narrower finding that bears on this claim
• DaisyQuest improved phonological awareness over regular kindergarten curriculum on three of four measures — a narrower finding that bears on this claim
• DaisyQuest has positive effects on alphabetics skills in beginning readers, per WWC synthesis of four randomized controlled trials — related
• In Lonigan et al. (2003), DaisyQuest effects were statistically significant on four of eight phonological processing outcomes and not significant on the others — a narrower finding that bears on this claim
• The WWC rated DaisyQuest as having positive effects on phonological processing, its highest applicable rating — possibly the same claim (merge candidate)
• DaisyQuest matched teacher-delivered phonological awareness instruction but beat other instructional software in low-progress readers — a narrower finding that bears on this claim
• Ladders to Literacy shows potentially positive effects on alphabetics, with an average improvement index of +25 percentile points and a domain average effect size of 0.69 — related
• Phonological awareness training plus letter knowledge training has potentially positive effects on preschoolers' phonological processing — related
• Phonological Awareness Training has positive effects on phonological processing in preschool children, averaging +27 percentile points — related
• Ready, Set, Leap!® has no significant effect on preschool phonological processing (domain average effect size 0.06) — related
• Literacy Express has positive effects on phonological processing for preschool children, with significant effects in two of three studies — related
• STeLLA® has potentially positive effects on science achievement, with a statistically significant effect size of 0.68 and an improvement index of +25 percentile points — related
• Earobics® has positive effects on alphabetics for K–3 beginning readers, based on four WWC-reviewed studies — related
• Of 225 reviewed studies of phonological awareness training, only four RCTs met WWC evidence standards without reservations — related
• Federally funded evidence reviews have historically reserved their highest quality ratings for randomized control trials — related
• Phonological awareness training plus letter knowledge training has positive effects on preschoolers' print knowledge — related
• Tyler et al. (2003) found no statistically significant differences between phonological awareness training and a morphosyntactic intervention (indeterminate effect) — related
• Phonological awareness training has potentially positive effects on communication/language competencies for preschool children with learning disabilities, with a small extent of evidence — related