Literacy Express has positive effects on phonological processing for preschool children, with significant effects in two of three studies¶

Claim · All claims
Evidence · 1 study (3 entries) · causal r2 · q3 · i1–i2
Currency · newest study 2010 · checked against its sources 2026-10-16 (automated, 3 of 3 entries) · not reviewed by a person

Subclaims¶

q3 i2 Farver, Lonigan, and Eppe (2009) found a statistically significant and substantively important positive effect size of 0.54 across Blending and Elision subtests. → Literacy Express 2010 q3 i1 Lonigan et al. (2005) found an effect size of 0.26 across the two measures, driven primarily by a 0.38 effect on Elision. → Literacy Express 2010 (2) q3 i? PCER Consortium (2008) found no statistically significant or substantively important difference on the Pre-CTOPPP Elision subtest. → Literacy Express 2010 (3)

Evidence¶

Literacy Express 2010¶

Literacy Express. (2010). WWC Intervention Report: Literacy Express. U.S. Department of Education, What Works Clearinghouse. https://ies.ed.gov/ncee/wwc/InterventionReport/288

q3 · i2 · causal · r2

Los Angeles Head Start randomized trial (94 children analyzed): Pre-CTOPPP Blending and Elision subtests showed a printed effect size of 0.54, with "0.51 for Elision and 0.56 for Blending", favoring Literacy Express over High/Scope.

"Their results showed, and the WWC confirmed, a statistically significant and substantively important positive effect of 0.54 across the two measures (0.51 for Elision and 0.56 for Blending)."

Literacy Express 2010 (2)¶

Literacy Express. (2010). WWC Intervention Report: Literacy Express. U.S. Department of Education, What Works Clearinghouse. https://ies.ed.gov/ncee/wwc/InterventionReport/288

q3 · i1 · causal · r2

Florida/California preschool randomized trial (722 children): printed effect size of 0.26 across Blending and Elision; per the report, driven primarily by a 0.38 effect on Elision, with Blending neither significant nor substantively important.

"Their analyses showed, and the WWC confirmed, a statistically significant and substantively important positive effect of 0.26 across the two measures."

Literacy Express 2010 (3)¶

Literacy Express. (2010). WWC Intervention Report: Literacy Express. U.S. Department of Education, What Works Clearinghouse. https://ies.ed.gov/ncee/wwc/InterventionReport/288

q3 · i? · causal · r2

PCER Florida randomized trial (188 children analyzed) using the Pre-CTOPPP Elision subtest found no statistically significant or substantively important difference between Literacy Express and High/Scope.

"The authors report, and the WWC confirms, that the difference between the Literacy Express group and the control group is not statistically significant or substantively important on this measure."

Discussion¶

Learner Variables¶

• Communication Skills — outcome: instruction changes it
• Phonological Awareness — outcome: instruction changes it

Related Claims¶

• Literacy Express shows no discernible effects on cognition and math for preschool children — related
• Literacy Express has positive effects on oral language for preschool children, with significant effects in two of three studies — related
• Literacy Express has positive effects on print knowledge for preschool children, with significant effects in two of three studies — 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 — related
• Phonological awareness training plus letter knowledge training has potentially positive effects on preschoolers' phonological processing — related
• Dialogic Reading shows no discernible effects on phonological processing — related
• In Lonigan et al. (2003), DaisyQuest effects were statistically significant on four of eight phonological processing outcomes and not significant on the others — related
• The WWC rated DaisyQuest as having positive effects on phonological processing, its highest applicable rating — related
• REDI improves preschool language and literacy outcomes with a mean end-of-preschool effect size of +0.23 — related
• Pre-K Mathematics with DLM Early Childhood Express Math shows no discernible effects on preschool phonological processing — 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