References

Meets WWC evidence standards

Cognitive Concepts, Inc. (2003). Outcomes report: Los Angeles Unified School District, California. Retrieved from http://www.earobics.com/results/la.php.

Gale, D. (2006). The effect of computer-delivered phonological awareness training on the early literacy skills of students identified as at-risk for reading failure. Retrieved from the University of South Florida website: http://purl.fcla.edu/usf/dc/et/SFE0001531.

Meets WWC evidence standards with reservations

Rehmann, R. (2005). The effect of Earobics (TM) Step 1, software on student acquisition of phonological awareness skills. Dissertation. Dissertation Abstracts International, 66(07A), 157–2533. (UMI No. 3181124)

Valliath, S. (2002). An evaluation of a computer-based phonological awareness training program: Effects on phonological awareness, reading and spelling. Dissertation Abstracts International, 63(04), 1291A. (UMI No. 3050601)

Studies that fall outside the Beginning Reading protocol or do not meet WWC evidence standards

Cognitive Concepts, Inc. (2000). Earobics Early Literacy Instruction: Chicago Public Schools pilot research report. Retrieved from http://www.earobics.com/results/chicago.php. This study is ineligible for review because it does not use a comparison group.

Cognitive Concepts, Inc. (2001). Outcomes report: Daviess County Public Schools, Kentucky. Retrieved from http://www.earobics.com/results/additional_reports.php. This study is ineligible for review because it does not use a comparison group.

Cognitive Concepts, Inc. (2001). Outcomes report: Newport News Public Schools, Virginia. Retrieved from http://www.earobics.com/results/newport.php. This study is ineligible for review because it does not use a sample within the age or grade range specified in the protocol.

Cognitive Concepts, Inc. (2001). Outcomes report: PALS assessment, Virginia. Retrieved from http://www.earobics.com/results/newportpals.php. This study is ineligible for review because it does not use a comparison group.

Cognitive Concepts, Inc. (2001). Outcomes report: Spring Branch Independent School District, Texas. Retrieved from http://www.earobics.com/results/spring.php. This study is ineligible for review because it does not use a comparison group.

Cognitive Concepts, Inc. (2002). Outcomes report: Anne Arundel County Public Schools, Maryland. Retrieved from http://www.earobics.com/results/additional_reports.php. This study is ineligible for review because it does not use a comparison group.

Cognitive Concepts, Inc. (2002). Outcomes report: Brevard County Public Schools, Florida. Retrieved from http://www.earobics.com/results/additional_reports.php. This study is ineligible for review because it does not use a comparison group.

Cognitive Concepts, Inc. (2002). Outcomes report: Cincinnati Children’s Hospital Medical Center, Ohio. Retrieved from http://www.earobics.com/results/additional_reports.php. This study is ineligible for review because it does not use a comparison group.

Cognitive Concepts, Inc. (2002). Outcomes report: Culver City Unified School District, California. Retrieved from http://www.earobics.com/results/additional_reports.php. This study is ineligible for review because it does not use a comparison group.

Cognitive Concepts, Inc. (2002). Outcomes report: District of Columbia Public Schools, Washington, DC. Retrieved from http://www.earobics.com/results/columbia.php. This study is ineligible for review because it does not use a comparison group.

Cognitive Concepts, Inc. (2002). Outcomes report: Northwestern University, Illinois. Retrieved from http://www.earobics.com/results/additional_reports.php. This study is ineligible for review because it does not use a comparison group.

Cognitive Concepts, Inc. (2002). Outcomes report: Polk County School District, Florida. Retrieved from http://www.earobics.com/results/polk.php. This study is ineligible for review because it does not use a comparison group.

Hargett, K. (2005). The effects of computer-assisted therapy on phonological awareness in school-aged children. Unpublished manuscript, Louisiana Tech University. The study is ineligible for review because it does not use a comparison group.

Hayes, E. A., Warrier, C. M., Nicol, T. G., Zecker, S. G., & Kraus, N. (2002). Neural plasticity following auditory training in children with learning problems. Clinical Neurophysiology, 114, 673–684. This study is ineligible for review because it does not include a student outcome.

Houghton Mifflin Earobics. New Orleans education closes achievement gap with Earobics. Retrieved March 3, 2008, from www.earobics.com. The study is ineligible for review because it does not use a comparison group.

Kamhi, A. G. (2006). Epilogue: Some final thoughts on EBP. Language, Speech, and Hearing Services in Schools, 37(4), 320–322. The study is ineligible for review because it does not examine the effectiveness of an intervention.

Moore, D. R., & Amitay, S. (2007). Auditory training: Rules and applications. Seminars in Hearing, 28, 99–109. The study is ineligible for review because it is not a primary analysis of the effectiveness of an intervention.

Pettis, A. M. (2000). A study on phonological awareness: The comparison of two computer-based programs used as intervention for students with disabilities. Unpublished master’s thesis, Grand Valley State University, Allendale, MI. The study does not meet evidence standards because the overall attrition rate exceeds WWC standards for this area.

Pobanz, M. S. (2000). The effectiveness of an early literacy/auditory processing training program, called Earobics, with young children achieving poorly in reading. Paper presented at the meeting of the California Association of Social Psychologists, Los Angeles, CA. This study is ineligible for review because it does not use a comparison group.

Pokorni, J. L., Worthington, C. K., & Jamison, P. J. (2004). Phonological awareness intervention: Comparison of Fast ForWord, Earobics, and LiPS. The Journal of Educational Research, 97(3), 147–157. This study is ineligible for review because it does not disaggregate findings for the age or grade range specified in the protocol.

Purpura, D. J. (2007). Can externalizing behaviors be altered by an early reading intervention. Retrieved from http://etd.lib.fsu.edu/theses/available/etd-07092007-145531/unrestricted/Purpura_thesis.pdf. The study is ineligible for review because it does not include an outcome within a domain specified in the protocol.

Rack, C. J. (2006). The effects of using Earobics and learning resources phonics based software as supplemental computer assisted instruction on struggling second grade readers’ phonemic awareness, phonics skills, and word recognition. Unpublished manuscript. Cardinal Stritch University: Milwaukee,
WI. The study does not meet WWC evidence standards because the measures of effect cannot be attributed solely to the intervention—the intervention was combined with another intervention.

Richard, G. J. (2005). Language-based assessment and intervention of APD. In Teralandur K. Parthasarathy (Ed.), An introduction to auditory processing disorders in children (pp. 95–108). Hillsdale, NJ: Erlbaum. The study is ineligible for review because it does not examine the effectiveness of an intervention.

Sweeney, D. P., & Hoffman, C. D. (2007). Research issues in autism spectrum disorders. In Robert B. Rutherford Jr., Mary Magee Quinn, and Sarup R. Mathur (Eds.), Handbook of research in emotional and behavioral disorders (pp. 308–322). New York, NY: Guilford. The study is ineligible for review
because it does not include an outcome within a domain specified in the protocol.

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