Phonological Awareness Training has positive effects on phonological processing in preschool children, averaging +27 percentile points¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q3
Currency · newest study 2006 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Across six studies meeting WWC standards, Phonological Awareness Training showed positive effects on phonological processing, with an average improvement index of +27 percentile points and a range of -27 to +50. → What Works Clearinghouse 2006

Evidence¶

What Works Clearinghouse 2006¶

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

q3 · i? · quant-synthesis · r?

The WWC's synthesis of six studies (four RCTs meeting standards, two RCTs meeting standards with reservations due to high attrition) of more than 100 preschool children. The report states "The average improvement index for phonological processing is +27 percentile points across the six studies."

"The average improvement index for phonological processing is +27 percentile points across the six studies, with a range of –27 to +50 percentile points across findings."

Discussion¶

Learner Variables¶

• Phonological Awareness — outcome: instruction changes it

Related Claims¶

• Phonemic Awareness Training Improves Reading — the general claim this finding bears on, with the studies behind it
• 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 potentially positive effects on preschoolers' phonological processing — 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 — related
• Phonological awareness training plus letter knowledge training has positive effects on preschoolers' print knowledge — related
• Sound box training favored over sound sort training on phonological processing (Maslanka & Joseph 2002), with substantively important but non-significant differences averaging +11 percentile points — related
• Phonemic segmentation training favored over rhyme/alliteration training on print knowledge, phonological processing, and early reading/writing (Yeh 2003), with substantively important but non-significant differences — related
• Phonological awareness training has potentially positive effects on communication/language competencies for preschool children with learning disabilities, with a small extent of evidence — related
• Of 225 reviewed studies of phonological awareness training, only four RCTs met WWC evidence standards without reservations — related
• An 11-week teacher-delivered phonological awareness intervention significantly improves kindergarten children's phoneme segmentation, letter knowledge, reading, and invented spelling — a narrower finding that bears on this claim
• Four of six standards-meeting studies showed statistically significant positive effects and two showed substantively important positive effects on phonological processing — a narrower finding that bears on this claim
• Phoneme awareness is a stronger predictor of reading development than rhyme awareness — related