WWC review of this study

Computer administered instruction in phonological awareness: Evaluation of the DaisyQuest program.

Foster, K. C., Erickson, G. C., Foster, D. F., Brinkman, D., & Torgesen, J. K. (1994). Journal of Research and Development in Education, 27 (2), 126–137. (Experiment 2: Kindergarten Classrooms).

  • Randomized Controlled Trial
     examining 
    69
     Students
    , grade
    K
At least one statistically significant positive finding
Meets WWC standards without reservations

Reviewed: September 2006

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

Production Testing of Segmentation

DaisyQuest vs. business as usual

Posttest

Second semester kindergarteners;
69 students

11.8

6

Yes

 
 
45
More Outcomes

Undersea Challenge

DaisyQuest vs. business as usual

Posttest

Second semester kindergarteners;
69 students

53.3

46.2

Yes

 
 
30

Production Testing of Blending

DaisyQuest vs. business as usual

Posttest

Second semester kindergarteners;
69 students

13.4

10.8

Yes

 
 
30

Screening Test of Phonological Awareness (STOPA)

DaisyQuest vs. business as usual

Posttest

Second semester kindergarteners;
69 students

26.2

25.3

No

--

Characteristics of study sample as reported by study author.


  • Suburban

Setting

The study took place in a suburban elementary school.

Study sample

Participants were 70 second-semester kindergarten students aged five to seven years (average six years old) from four classrooms. Originally, nearly 97 students (all the students) from four kindergarten classrooms in a suburban elementary school were tested with the PPVT-R. Children with the highest and lowest scores were removed to reduce heterogeneity of the sample with regard to verbal ability. The 70 remaining children were matched in pairs according to their scores on the PPVT-R, with one of each pair being randomly assigned to either the experimental group or the control group. One child from the experimental group changed schools and did not complete the study, for an analysis sample of 69.

Intervention Group

Intervention students received 16 daily, 20-minute DaisyQuest verbal training sessions in groups of four. Sessions took place at computers located in the hallway outside the child’s classroom under the guidance of an experimenter, who assisted students with their headphones and any computer glitches. A few of the children were absent from several sessions, hence training time varied from 4.0 to 5.3 hours, with an average of 4.9 hours of training. This version of DaisyQuest contained seven instructional activities. Students varied in the number of activities completed and speed with which they finished the activities.

Comparison Group

The control group remained in their regular classroom, receiving their routine kindergarten instruction.

Outcome descriptions

A series of tests were given at both pre- and posttesting: Screening Test of Phonological Awareness (STOPA), Undersea Challenge, Production Test of Blending, and Production Test of Segmenting. (See Appendix A2 for a more detailed description of outcome measures.)

Support for implementation

No information was given about teacher training, because teachers did not deliver the intervention.

 

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