Setting
The study took place in preschools in two Midwestern communities.
Study sample
The study began with 122 four- and five-year-old children who were pretested on four measures. Based on pretest scores, 26 children were eliminated because they scored
with greater than 75% accuracy on at least one of the pretest measures. The remaining children were blocked on pretest scores, gender, and age and randomly assigned to
either the intervention or comparison conditions. The matching procedure resulted in a loss of 24 children, resulting in a final sample of 72 children. Sixty-six percent of the
children were white, 22% were black, and 12% were Hispanic or other backgrounds. Forty-four percent of the children were female, and a range of socioeconomic status
levels were represented (11% upper middle, 38% middle, 31% lower middle, and 20% lower).
Intervention Group
The children in the intervention group participated in phonological awareness and letter knowledge (PAT + LK) skills training. PAT + LK skills training was delivered to children
in instructional subgroups, to which they had been randomly assigned, during three 30-minute lessons a week over three consecutive weeks. During each skills training
session children were taught to recognize, name, produce the sound for, and blend (initial and final positions) two consonants each day, so that by the end of the intervention
all children had been taught 18 consonants. Each lesson followed a similar structure and ended with a cumulative review of all syllables learned. Next, children participated in
nine additional 30-minute reading instruction lessons over three consecutive weeks (i.e., three lessons a week for three weeks) to learn how to read using either a sight word
approach, a linguistic approach, or a phonetic approach. The reading instruction lessons were designed to assess the effect of PAT + LK skills training on early reading/writing
outcomes. The WWC does not report the results of the separate reading instruction conditions in this report because they are not Phonological Awareness Training plus Letter
Knowledge Training interventions. However, the WWC does report the results for the early reading/writing outcomes combined across reading instruction conditions because
effects on those measures can be attributed to the initial skills training.
Comparison Group
The children in the comparison group participated in training in skills other than those related to phonological awareness and letter knowledge. The other skills training was
delivered to children in instructional subgroups, to which they had been randomly assigned, during three 30-minute lessons a week over three consecutive weeks. During
the other skills training, children participated in activities such as practice in color and number naming and picture identification. Next, children participated in nine additional
30-minute reading instruction lessons over three consecutive weeks (i.e., three lessons a week for three weeks) to learn how to read using either a sight word approach, a
linguistic approach, or a phonetic approach. The WWC does not report the results of the separate reading instruction conditions in this report because they are not Phonological
Awareness Training plus Letter Knowledge Training interventions. However, the WWC does report the results for the early reading/writing outcomes combined across
reading instruction conditions because effects on those measures can be attributed to the initial skills training.
Outcome descriptions
The primary outcome domains assessed were print knowledge and phonological processing (measured immediately after the skills training), and early reading/writing (measured
after completion of the skills training but during reading instruction training). Print knowledge was assessed with one nonstandardized measure—consonant names.
Phonological processing was assessed with three nonstandardized measures—consonant sounds, sound memory, and sound blending. Early reading/writing was assessed
by five nonstandardized measures—training words, transfer words, short vowel in transfer words, trials-to-criterion, and discrimination. (See Appendices A2.2–A2.4 for more
detailed descriptions of outcome measures.)
Support for implementation
The intervention and comparison conditions were implemented by 11 preschool teachers or aides who had at least two years experience with preschool-age children and who
received two hours of training involving the reading of prepared scripts and simulated activities for the lessons. All teachers were familiar with the children in the groups they taught.