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
At least one statistically significant positive finding
Meets WWC standards without reservations

Reviewed: June 2009

Alphabetics outcomes—Substantively important positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
index

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

Lexia Reading vs. None

Posttest

Kindergarten;
26 students

1.31

0

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

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
At least one statistically significant positive finding
Meets WWC standards without reservations

Reviewed: January 2009

Alphabetics outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
index

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

Earobics® vs. None

Posttest

Kindergarten;
26 students

1.31

0

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

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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