Claims

Phonological awareness training plus letter knowledge training has positive effects on preschoolers' print knowledge

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i2–i3
Currency · newest study 2006 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · 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 Across three studies, the intervention showed statistically significant positive effects on print knowledge in two studies and indeterminate effects in one, with a domain average effect size of 0.74 and an average improvement index of +27 percentile points. → What Works Clearinghouse 2006 q3 i3 In Gettinger (1986), a randomized controlled trial with 72 children, the intervention group significantly outperformed the comparison group on consonant names (effect size 1.27). → What Works Clearinghouse 2006 (2)

Evidence

What Works Clearinghouse 2006

What Works Clearinghouse, U.S. Department of Education. (2006). WWC Intervention Report: Phonological Awareness Training plus Letter Knowledge Training. https://ies.ed.gov/ncee/WWC/InterventionReport/376

q3 · i2 · quant-synthesis · r1

WWC synthesis of three studies (two RCTs, one quasi-experimental) of PAT+LK in center-based preschool settings. Appendix A3.2 reports the "Domain average9 for print knowledge across all studies 0.74 na +27", i.e. an effect size of 0.74 and an average improvement index of +27 percentile points, with two studies statistically significant and one indeterminate.

"Domain average9 for print knowledge across all studies 0.74 na +27"

What Works Clearinghouse 2006 (2)

What Works Clearinghouse, U.S. Department of Education. (2006). WWC Intervention Report: Phonological Awareness Training plus Letter Knowledge Training. https://ies.ed.gov/ncee/WWC/InterventionReport/376

q3 · i3 · causal · r2

Randomized controlled trial of 72 four- and five-year-olds in two Midwestern communities; children were blocked on pretest scores, gender, and age and randomly assigned. Appendix A3.2 reports consonant names effect size 1.27, improvement index +40, statistically significant.

"Gettinger (1986) found a statistically significant difference favoring the intervention group on a measure assessing children's knowledge of the names of consonants, and the WWC confirmed the statistical significance of this effect."

Discussion

Learner Variables

Page metadata
Field Value
type claim
id pat-lk-positive-print-knowledge-preschool
title Phonological awareness training plus letter knowledge training has positive effects on preschoolers' print knowledge
description Phonological awareness training plus letter knowledge training has positive effects on preschoolers' print knowledge
status review
evidence_strength moderate
newest_evidence 2006
source_checked 2026-10-20
generated by process:wiki-ingest on 2026-10-07
trust unverified — no one has confirmed this page's content
sources 2 — what-works-clearinghouse-2006, what-works-clearinghouse-2006-2

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