In Lonigan et al. (2003), DaisyQuest effects were statistically significant on four of eight phonological processing outcomes and not significant on the others¶
Claim · All claims
Evidence · 1 study · causalr?·q3·i2medium
Currency · newest study 2006 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i2 In a randomized controlled trial with 41 Head Start children, significant differences favoring the intervention group appeared on rhyme oddity, rhyme matching, word elision, and syllable/phoneme elision, while the remaining outcomes showed no statistically significant effects. → 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 · causal · r?
Randomized controlled trial of 41 low-income three- to five-year-olds in a Tallahassee, Florida Head Start program; children used DaisyQuest and Daisy's Castle over eight weeks, four to five days a week for 15–20 minutes a session. Appendix A3 reports effect sizes from 0.75 to 1.00 on the significant outcomes and –0.34 (multiple-choice elision, ns) on one non-significant outcome.
"The authors reported, and the WWC confirmed, statistically significant differences favoring the intervention group on four of the outcomes (rhyme oddity, rhyme matching, word elision, and syllable/phoneme elision). There were no statistically significant effects for the other outcomes."
Discussion¶
Learner Variables¶
- Phonological Awareness — outcome: instruction changes it
Related Claims¶
- DaisyQuest outperformed alternative reading software on phonological awareness in at-risk first graders — related
- Blending outcomes showed no statistically significant effects of DaisyQuest in the Lonigan et al. (2003) trial — related
- DaisyQuest improved phonological awareness over regular schooling in a child-care facility randomized trial — related
- DaisyQuest improved phonological awareness over regular kindergarten curriculum on three of four measures — related
- DaisyQuest has positive effects on alphabetics skills in beginning readers, per WWC synthesis of four randomized controlled trials — 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
- Literacy Express has positive effects on phonological processing for preschool children, with significant effects in two of three studies — related
- DaisyQuest matched teacher-delivered phonological awareness instruction but beat other instructional software in low-progress readers — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
lonigan-2003-significant-four-of-eight-outcomes |
title |
In Lonigan et al. (2003), DaisyQuest effects were statistically significant on four of eight phonological processing outcomes and not significant on the others |
description |
In Lonigan et al. |
status |
review |
evidence_strength |
mixed |
newest_evidence |
2006 |
generated |
by process:wiki-ingest on 2026-10-07 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — daisyquest-for-preschool-children-2006 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.