Tyler et al. (2003) found no statistically significant differences between phonological awareness training and a morphosyntactic intervention (indeterminate effect)¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2012 · 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.

q3 i? In a randomized trial of 20 children ages 3 to 5 with co-occurring speech and language impairments, phonological awareness training showed no statistically significant differences relative to a morphosyntactic intervention. → Phonological Awareness Training 2012

Evidence¶

Phonological Awareness Training 2012¶

Phonological Awareness Training. (2012). WWC Intervention Report, U.S. Department of Education. https://ies.ed.gov/ncee/wwc

q3 · i? · causal · r?

Randomized controlled trial comparing phonological awareness training (target-sound awareness, differences and similarities, production practice) with a morphosyntactic intervention, both with weekly individual and group sessions over a 12-week period. Per WWC criteria the effect is indeterminate.

"Tyler et al. (2003) found, and the WWC confirmed, no statistically significant differences between the intervention and comparison groups."

Discussion¶

Learner Variables¶

Phonological Awareness — outcome: instruction changes it

Tyler et al. (2011) found no statistically significant differences between a phonemic awareness intervention and a morphosyntactic intervention at the US site (indeterminate effect) — related
Of 225 reviewed studies of phonological awareness training, only four RCTs met WWC evidence standards without reservations — 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
Literacy Express has positive effects on phonological processing for preschool children, with significant effects in two of three studies — related
In the Torgesen et al. (2006) RCT, SpellRead™ showed indeterminate effects for fifth graders, with no statistically significant or substantively important effects in any domain after six months — related

Page metadata

Field	Value
`type`	`claim`
`id`	`tyler-2003-phonological-vs-morphosyntactic-indeterminate`
`title`	`Tyler et al. (2003) found no statistically significant differences between phonological awareness training and a morphosyntactic intervention (indeterminate effect)`
`description`	`Tyler et al.`
`status`	`review`
`evidence_strength`	`weak`
`newest_evidence`	`2012`
`generated`	by `process:wiki-ingest` on `2026-10-07`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `phonological-awareness-training-2012`

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