Research

Five studies reviewed by the WWC investigated the effects of the DaisyQuest program. Four studies (Barker & Torgesen, 1995; Foster, Erickson, Foster, Brinkman, & Torgesen, 1994, Experiment 1: Child-care Facility; Foster, Erickson, Foster, Brinkman, & Torgesen, 1994, Experiment 2: Kindergarten Classrooms; and Mitchell & Fox, 2001) were randomized controlled trials that met WWC evidence standards. The one remaining study did not meet WWC evidence screens. In two of the studies, the authors used two groups to make comparisons to the intervention group. The beginning reading review presents data relevant to all comparisons. ³

Barker and Torgesen (1995) presented results for 49 at-risk first graders who had been randomly assigned to one of three conditions: DaisyQuest, Hint and Hunt, a software program that teaches short vowel sounds, or computer time to work with math-oriented software programs. ⁴

Foster et al. (1994, Experiment 1: Child-care Facility) analyzed outcomes of 27 students randomly assigned to use DaisyQuest or to continue receiving only their regular school program.

Foster et al. (1994, Experiment 2: Kindergarten Classrooms) examined results for 69 kindergarteners who were randomly assigned to one of two conditions: DaisyQuest or their regular kindergarten curriculum.

Mitchell and Fox (2001) focused on 69 students randomly assigned to one of three conditions: DaisyQuest (intervention), teacher-delivered phonological awareness instruction, where teachers guided students through oral activities (comparison 1), or mathematics and drawing software programs (comparison 2).