Teaching phonological awareness and print knowledge improved early writing performance with or without early writing instruction¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r2 · q3 · i2 medium
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Interventions teaching early writing, phonological awareness, and print knowledge significantly improved early writing performance (weighted effect size 0.41). → Sarah Herrera 2021 q3 i2 Six interventions teaching phonological awareness and print knowledge but not early writing showed statistically comparable early writing effects (weighted effect size 0.33). → Sarah Herrera 2021 (2)

Evidence¶

Sarah Herrera 2021¶

Sarah Herrera, Beth M. Phillips, Yi-Chieh Newton, Jennifer L. Dombek, and James A. Hernandez. (2021). Effectiveness of Early Literacy Instruction: Summary of 20 Years of Research. Regional Educational Laboratory Southeast, REL 2021-084. https://ies.ed.gov/ncee/edlabs

q3 · i2 · quant-synthesis · r2

Figure 8 synthesis across 11 early writing interventions in high-quality impact studies. Interventions teaching all three domains showed a weighted effect size of 0.41 on early writing, while interventions teaching early writing without phonological awareness and print knowledge did not improve early writing performance.

"On average, interventions that taught early writing, phonological awareness, and print knowledge significantly improved early writing performance, among the 11 interventions evaluated in studies that included at least one effect size estimate (weighted effect size of 0.41; figure 8; see also table B17 in appendix B)."

Sarah Herrera 2021 (2)¶

Sarah Herrera, Beth M. Phillips, Yi-Chieh Newton, Jennifer L. Dombek, and James A. Hernandez. (2021). Effectiveness of Early Literacy Instruction: Summary of 20 Years of Research. Regional Educational Laboratory Southeast, REL 2021-084. https://ies.ed.gov/ncee/edlabs

q3 · i2 · quant-synthesis · r2

Figure 8 comparison of 6 interventions teaching phonological awareness and print knowledge without early writing against interventions teaching all three domains. The weighted effect size of 0.33 was statistically comparable, suggesting phonological awareness and print knowledge instruction can benefit early writing without early writing instruction.

"six interventions that taught phonological awareness and print knowledge but not early writing demonstrated statistically comparable effects on early writing performance (weighted effect size of 0.33) relative to studied interventions that taught all three domains."

Discussion¶

Related Claims¶

• Of 132 early literacy interventions evaluated by high-quality impact studies, 38 demonstrated effectiveness in at least one language or literacy outcome domain and 93 showed inconclusive effects — a broader claim this one bears on
• Teaching phonological awareness and print knowledge improved decoding performance even without decoding instruction, and adding decoding instruction more than doubled the weighted effect size — related
• Language and early writing interventions showed larger effects on researcher-developed than standardized outcome measures, while phonological awareness, print knowledge, and decoding effects were comparable across measure types — related
• Phonological awareness training plus letter knowledge training has potentially positive effects on preschoolers' early reading/writing — related
• Phonological awareness training plus letter knowledge training has positive effects on preschoolers' print knowledge — related
• Instruction in language, phonological awareness, and decoding improved performance in the taught domain, while interventions teaching print knowledge or early writing exclusively did not — related
• Success for All improves reading achievement with a student-weighted average effect size of +0.29 across six studies — related
• Peer pairing, peer tutoring, and small collaborative/cooperative groupings improved MLs' English phonological awareness, decoding, and fluency across grade levels — related