WWC review of this study

The effect of computer-delivered phonological awareness training on the early literacy skills of students identified as at-risk for reading failure.

Gale, D. (2006). Retrieved May, 2008 from the University of South Florida website: http://purl.fcla.edu/usf/dc/et/SFE0001531.

  • Randomized Controlled Trial
     examining 
    26
     Students
    , grades
    K-1

Reviewed: June 2009

At least one statistically significant positive finding
Meets WWC standards without reservations
Alphabetics outcomes—Substantively important positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
ESSA
rating

Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Phoneme Segmentation Fluency subtest

Lexia Reading vs. None

Posttest

Kindergarten;
26 students

1.31

0.00

Yes

 
 
50
More Outcomes

Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Initial Sound Fluency subtest

Lexia Reading vs. None

Posttest

Kindergarten;
26 students

10.07

5.21

No

 
 
37

Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Nonsense Words Fluency subtest

Lexia Reading vs. None

Posttest

Grade 1;
24 students

40.87

26.11

No

 
 
36

Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Letter Naming Fluency subtest

Lexia Reading vs. None

Posttest

Grade 1;
24 students

48.11

38.02

No

 
 
29

Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Phoneme Segmentation Fluency subtest

Lexia Reading vs. None

Posttest

Grade 1;
24 students

37.66

31.02

No

 
 
20

Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Letter Naming Fluency subtest

Lexia Reading vs. None

Posttest

Kindergarten;
26 students

16.92

13.08

No

 
 
13

Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Phoneme Segmentation Fluency subtest

Lexia Reading vs. Earobics

Posttest

Kindergarten;
26 students

1.31

1.31

No

--

Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Letter Naming Fluency subtest

Lexia Reading vs. Earobics

Posttest

Grade 1;
25 students

48.11

50.26

No

--

Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Letter Naming Fluency subtest

Lexia Reading vs. Earobics

Posttest

Kindergarten;
26 students

18.31

21.08

No

--

Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Nonsense Words Fluency subtest

Lexia Reading vs. Earobics

Posttest

Grade 1;
25 students

40.87

47.72

No

-15
 
 

Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Initial Sound Fluency subtest

Lexia Reading vs. Earobics

Posttest

Kindergarten;
26 students

10.07

13.72

No

-27
 
 

Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Phoneme Segmentation Fluency subtest

Lexia Reading vs. Earobics

Posttest

Grade 1;
25 students

37.66

47.75

No

-31
 
 
Reading fluency outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
ESSA
rating

Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Oral Reading Fluency subtest

Lexia Reading vs. None

Posttest

Grade 1;
24 students

21.31

13.81

No

 
 
29
More Outcomes

Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Oral Reading Fluency subtest

Lexia Reading vs. Earobics

Posttest

Grade 1;
25 students

21.31

27.35

No

-15
 
 

Characteristics of study sample as reported by study author.


  • Female: 42%
    Male: 58%
  • Race
    Asian
    25%
    Black
    6%
    White
    30%
  • Ethnicity
    Hispanic
    37%
    Not Hispanic
    63%
    • B
    • A
    • C
    • D
    • E
    • F
    • G
    • I
    • H
    • J
    • K
    • L
    • P
    • M
    • N
    • O
    • Q
    • R
    • S
    • V
    • U
    • T
    • W
    • X
    • Z
    • Y
    • a
    • h
    • i
    • b
    • d
    • e
    • f
    • c
    • g
    • j
    • k
    • l
    • m
    • n
    • o
    • p
    • q
    • r
    • s
    • t
    • u
    • x
    • w
    • y

    Florida

Reviewed: January 2009

At least one statistically significant positive finding
Meets WWC standards without reservations
Alphabetics outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
ESSA
rating

Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Phoneme Segmentation Fluency subtest

Earobics® vs. None

Posttest

Kindergarten;
26 students

1.31

0.00

Yes

 
 
49
More Outcomes

Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Initial Sound Fluency subtest

Earobics® vs. None

Posttest

Kindergarten;
26 students

13.72

5.21

Yes

 
 
48

Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Phoneme Segmentation Fluency subtest

Earobics® vs. None

Posttest

Grade 1;
25 students

47.75

31.02

Yes

 
 
46

Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Nonsense Words Fluency subtest

Earobics® vs. None

Posttest

Grade 1;
25 students

47.72

26.11

Yes

 
 
40

Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Letter Naming Fluency subtest

Earobics® vs. None

Posttest

Grade 1;
25 students

50.26

38.02

No

 
 
34

Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Phoneme Segmentation Fluency subtest

Earobics® vs. Lexia Early Reading

Posttest

Grade 1;
25 students

47.75

37.66

No

 
 
31

Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Initial Sound Fluency subtest

Earobics® vs. Lexia Early Reading

Posttest

Kindergarten;
26 students

13.72

10.07

No

 
 
27

Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Letter Naming Fluency subtest

Earobics® vs. None

Posttest

Kindergarten;
26 students

19.69

13.08

No

 
 
22

Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Nonsense Words Fluency subtest

Earobics® vs. Lexia Early Reading

Posttest

Grade 1;
25 students

47.72

40.87

No

 
 
15

Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Letter Naming Fluency subtest

Earobics® vs. Lexia Early Reading

Posttest

Kindergarten;
26 students

21.08

17.31

No

--

Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Letter Naming Fluency subtest

Earobics® vs. Lexia Early Reading

Posttest

Grade 1;
25 students

50.26

48.11

No

--

Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Phoneme Segmentation Fluency subtest

Earobics® vs. Lexia Early Reading

Posttest

Kindergarten;
26 students

1.31

1.31

No

--
Reading fluency outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
ESSA
rating

Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Oral Reading Fluency subtest

Earobics® vs. None

Posttest

Grade 1;
25 students

27.35

13.81

No

 
 
32
More Outcomes

Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Oral Reading Fluency subtest

Earobics® vs. Lexia Early Reading

Posttest

Grade 1;
25 students

27.35

21.31

No

 
 
15

Characteristics of study sample as reported by study author.


  • Female: 42%
    Male: 58%
  • Race
    Asian
    9%
    Black
    6%
    White
    47%
  • Ethnicity
    Hispanic
    37%
    Not Hispanic
    63%
    • B
    • A
    • C
    • D
    • E
    • F
    • G
    • I
    • H
    • J
    • K
    • L
    • P
    • M
    • N
    • O
    • Q
    • R
    • S
    • V
    • U
    • T
    • W
    • X
    • Z
    • Y
    • a
    • h
    • i
    • b
    • d
    • e
    • f
    • c
    • g
    • j
    • k
    • l
    • m
    • n
    • o
    • p
    • q
    • r
    • s
    • t
    • u
    • x
    • w
    • y

    Florida
 

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