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¶
Claim · All claims
Evidence · 1 study · causalr?·q2
Currency · newest study 2006 · not yet checked against its sources · 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.
q2 i? In Maslanka and Joseph (2002), findings favored the sound box condition over the sound sort condition on four phonological processing measures, with an average improvement index of +11 percentile points (range -10 to +29), not statistically significant but substantively important. → 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
q2 · i? · causal · r?
A quasi-experimental study of 19 three- to five-year-old children at a private suburban Ohio preschool, comparing sound box and sound sort techniques on four measures. The report states "The average improvement index for phonological processing is +11 percentile points, with a range of –10 to +29 percentile points across findings."
"The findings favored the concrete representation of the sounds in words (sound box) condition over the categorization of words based on sounds alone (sound sort) condition."
Discussion¶
Learner Variables¶
- Phonological Awareness — outcome: instruction changes it
Related Claims¶
- 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 positive effects on phonological processing in preschool children, averaging +27 percentile points — related
- Four of six standards-meeting studies showed statistically significant positive effects and two showed substantively important positive effects on phonological processing — related
- Alphabetics improvement-index findings for Waterford Early Reading Program™ were inconsistent across outcomes, ranging from –26 to +37 percentile points — related
- Phoneme awareness is a stronger predictor of reading development than rhyme awareness — related
- Phonological awareness training plus letter knowledge training has potentially positive effects on preschoolers' phonological processing — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
sound-box-favored-over-sound-sort-maslanka-joseph |
title |
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 |
description |
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 |
status |
review |
evidence_strength |
weak |
newest_evidence |
2006 |
generated |
by process:wiki-ingest on 2026-10-07 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — what-works-clearinghouse-2006 |
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