An 11-week teacher-delivered phonological awareness intervention significantly improves kindergarten children's phoneme segmentation, letter knowledge, reading, and invented spelling¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 1994 · checked against its sources 2026-10-16 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? After an 11-week intervention, treatment children significantly outperformed control children on phoneme segmentation, letter name and letter sound knowledge, two of three reading measures, and a measure of invented spelling. → Blachman 1994

Evidence¶

Blachman 1994¶

Blachman, B.A., Ball, E.W., Black, R.S. & Tangel, D.M. (1994). Kindergarten teachers develop phoneme awareness in low-income, inner-city classrooms. Read Writ 6, 1–18. https://doi.org/10.1007/BF01027275

q3 · i? · causal · r?

Controlled intervention study in inner-city kindergarten classrooms with 84 treatment and 75 control children. The article reports that "the treatment children significantly outperformed the control children" across phoneme segmentation, letter knowledge, reading, and invented spelling measures; no effect sizes are printed in the available text.

"After the 11 week intervention, the treatment children significantly outperformed the control children on measures of phoneme segmentation, letter name and letter sound knowledge, two of three reading measures, and a measure of invented spelling."

Discussion¶

Learner Variables¶

• Alphabet Knowledge and Print Awareness — outcome: instruction changes it
• Phonological Awareness — outcome: instruction changes it

Related Claims¶

• Before intervention, treatment and control kindergartners did not differ on age, demographics, vocabulary, phoneme segmentation, letter knowledge, or reading — related
• Phonemic Awareness Training Improves Reading — a broader claim this one bears on
• Phoneme awareness is a stronger predictor of reading development than rhyme awareness — 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 positive effects on phonological processing in preschool children, averaging +27 percentile points — a broader claim this one bears on
• Four of six standards-meeting studies showed statistically significant positive effects and two showed substantively important positive effects on phonological processing — related
• No individual alphabetics outcome reached statistical significance in the WWC analysis — reports the opposite
• Phonological awareness and alphabet knowledge fluency are each uniquely related to both word reading and spelling in kindergartners — related
• Alphabet instruction benefits did not transfer to letter-word identification, phonological awareness, emergent reading, or developmental spelling — reports the opposite
• PA Lessons implementation included testing students with the Phonological Awareness Screener for Intervention every three weeks to target instruction — related
• A 4-week embodied learning intervention with movement-phonemes improves grade 1 children's letter-sound knowledge more than regular classroom teaching — related
• Eight weeks of embodied letter-sound teaching produced no transfer effect on word reading in 5–6-year-olds — related
• MAST significantly improves language in four-to-five-year-old children (d = 0.2) — related