Phonological awareness training plus letter knowledge training has potentially positive effects on preschoolers' phonological processing¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2–q3 · i2 medium
Currency · newest study 2006 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i2 Across three studies the phonological processing domain average effect size was 0.78 with an average improvement index of +30 percentile points, but only one study's effects were statistically significant and WWC-confirmed. → What Works Clearinghouse 2006 q2 i2 In Pietrangelo (1999), a quasi-experimental study of 129 Head Start children, all three phonological processing outcomes favored the intervention and were rated substantively important, though the WWC could not confirm statistical significance. → 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 domain synthesis across the three studies; Appendix A3.3 reports the "Domain average9 for phonological processing across all studies 0.78 na +30", i.e. a domain average effect size of 0.78. Gettinger (1986) showed statistically significant positive effects, Roberts and Neal (2004) was indeterminate, and Pietrangelo (1999) was substantively important but unconfirmed.

"Domain average9 for phonological processing across all studies 0.78 na +30"

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

q2 · i2 · causal · r2

Quasi-experimental study of 129 four-year-old low-income children in 10 Head Start classrooms in upstate New York; nine classrooms were randomly assigned and one placed by convenience. Appendix A3.3 reports effect sizes of 0.38 (alliteration), 0.38 (rhyming), and 0.47 (phoneme blending), all ns by WWC recalculation but rated substantively important.

"Pietrangelo (1999) examined the effect of the intervention on three phonological processing outcomes and found statistically significant differences favoring the intervention group on each measure."

Discussion¶

Learner Variables¶

• Phonological Awareness — outcome: instruction changes it

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