WWC Summary of Evidence for this Intervention
Phonological Awareness Training plus Letter Knowledge Training
Phonological Awareness Training plus Letter Knowledge Training is a general practice aimed at enhancing young children’s phonological awareness, print awareness, and early reading abilities. Phonological awareness, the ability to detect or manipulate the sounds in words independent of meaning, is considered to be a precursor to reading. Phonological awareness training (without letter knowledge training) can involve various training activities that focus on teaching children to identify, detect, delete, segment, or blend segments of spoken words (i.e., words, syllables, onsets and rimes, phonemes) or that focus on teaching children to detect, identify, or produce rhyme or alliteration. The added letter knowledge training component includes teaching children the letters of the alphabet and making an explicit link between letters and sounds.
December 2006
Outcome
domain
|
Effectiveness
rating
|
Studies meeting standards
|
Grades
examined
|
Students
|
Improvement
index
|
|
Cognition
|
|
1 study meets standards
|
PK |
129
|
-- |
|
|
Pietrangelo, D. J. (1999)
|
PK |
129 |
|
|
Early reading/writing
|
|
3 studies meet standards
|
PK |
234
|
|
|
|
Gettinger, Maribeth. (1986)
|
PK |
72 |
|
|
|
Pietrangelo, D. J. (1999)
|
PK |
129 |
|
|
|
Roberts, Theresa; Neal, Harriet. (2004)
|
PK |
33 |
|
|
Oral language
|
|
2 studies meet standards
|
PK |
162
|
|
|
|
Pietrangelo, D. J. (1999)
|
PK |
129 |
|
|
|
Roberts, Theresa; Neal, Harriet. (2004)
|
PK |
33 |
|
|
Phonological processing
|
|
3 studies meet standards
|
PK |
234
|
|
|
|
Gettinger, Maribeth. (1986)
|
PK |
72 |
|
|
|
Pietrangelo, D. J. (1999)
|
PK |
129 |
|
|
|
Roberts, Theresa; Neal, Harriet. (2004)
|
PK |
33 |
|
|
Print knowledge
|
|
3 studies meet standards
|
PK |
234
|
|
|
|
Gettinger, Maribeth. (1986)
|
PK |
72 |
|
|
|
Pietrangelo, D. J. (1999)
|
PK |
129 |
|
|
|
Roberts, Theresa; Neal, Harriet. (2004)
|
PK |
33 |
|
A group of closely related outcomes.
The number of studies that met WWC design standards and provide evidence of effectiveness. Selecting an item below will display all studies that met WWC design studies in the domain. Selecting a study citation will take you to more information on that study and its findings.
For more, please see the WWC Glossary entry for study rating.
Grades of the students examined in the studies that met WWC design standards, which may not reflect the full range of grades for which the intervention may be used.
The number of students included in the studies that met WWC design standards.
The sample size for the studies that met WWC design standards.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
The indicator represents the highest level of similarity found between your students and each of the high-quality studies of the intervention. Three filled in ovals indicates that at least one study that met standards was conducted on students very similar to yours. Clicking on the indicator for a study will provide information on the similarity for each of the characteristics you selected.
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