Word recognition gains from phonological awareness training were maintained at one-month follow-up with no significant decline from post-test¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Repeated measures analysis showed significant differences between pre, post, and follow-up measures, with Scheffe tests showing post and follow-up did not differ significantly. → Mohammed 2012 q3 i? Scheffe tests showed gains from pre to post and pre to follow-up, but no significant difference between post and follow-up. → Mohammed 2012 (2)

Evidence¶

Mohammed 2012¶

Mohammed, A. A., & Mostafa, A. A. (2012). Effectiveness of a Phonological Awareness Training Intervention on Word recognition ability of Children with Autism Spectrum Disorder. International Journal of Psycho-Educational Sciences, 1(1). https://eric.ed.gov/?id=ED579061

q3 · i? · causal · r2

Repeated measures analysis for Word Recognition Ability test showed significant differences between measures at the 0.01 level, including the between-measures effect (F = 643.039) and measures x groups interaction (F = 136.724).

"The table shows that there are statistical differences between measures (pre - post- Follow – up ) at the level (0.01)."

Mohammed 2012 (2)¶

Mohammed, A. A., & Mostafa, A. A. (2012). Effectiveness of a Phonological Awareness Training Intervention on Word recognition ability of Children with Autism Spectrum Disorder. International Journal of Psycho-Educational Sciences, 1(1). https://eric.ed.gov/?id=ED579061

q3 · i? · causal · r2

Scheffe multi-comparison tests showed gains from pre to post and pre to follow-up, but "no statistical differences between post and follow – up testing," indicating retained gains (post M=16.58, follow-up M=6.48 as printed in Table 5).

"The table shows that there are statistical differences between pre and post me asures in favor of post test, and between pre and follow –up measures in favor of follow – up testing, but no statistical differences between post and follow – up testing."

Discussion¶

Learner Variables¶

• Decoding — outcome: instruction changes it

Related Claims¶

• Children with Autism Spectrum Disorder who had not received formal reading instruction were capable of improving word recognition ability in preparation for future reading — related
• Phonemic awareness improvements from AVG training are maintained at a 6-month follow-up — related
• Cognitive training gains are maintained or further enhanced at two-month follow-up — related
• Non-verbal communication gains persisted at a two-month follow-up, with no statistically significant decline from post-test — related
• A 5-week phonological awareness training program significantly improves word recognition ability in children with Autism Spectrum Disorder compared to no training — related
• Preschoolers with autism given a multi-component communication intervention used more social communicative utterances with their caregivers than comparison children 4 months after it ended, a small difference that was not significant immediately after intervention — related