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11-week kindergarten phonological awareness intervention program

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 1 claim rests on one study

Description

The article evaluates an 11-week intervention in "instruction in phonological awareness" provided in low-income, inner-city kindergarten classrooms by kindergarten teachers and their teaching assistants. The program was implemented with 84 treatment children alongside 75 comparison children, and produced significant post-test advantages on phoneme segmentation, letter name and letter sound knowledge, two of three reading measures, and invented spelling.

Design Implications

Context

Requirements

  • Delivery by kindergarten teachers and teaching assistants over an 11-week period

Constraints

  • Studied in low-income, inner-city schools in an urban district in upstate New York

Target Learners

  • Kindergarten children in low-income, inner-city classrooms

Learning Goals

  • Phoneme awareness, letter knowledge, early reading, and invented spelling

Claims

Examples

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Key Sources

  • 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
Page metadata
Field Value
type design
id 11-week-kindergarten-phonological-awareness-intervention
title 11-week kindergarten phonological awareness intervention program
description The article evaluates an 11-week intervention in "instruction in phonological awareness" provided in low-income, inner-city kindergarten classrooms by kindergarten teachers and their teaching assistants.
status review
generated by process:settle-candidates on 2026-10-15
trust unverified — no one has confirmed this page's content
sources 1 — blachman-1994

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