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 1: Child-care Facility). Retrieved from: https://eric.ed.gov/?id=EJ488776

  • Randomized Controlled Trial
     examining 
    27
     Students
    , grade
    PK
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

Phonological Awareness Test (PAT) (b)

DaisyQuest vs. business as usual

Posttest

5 years old;
27 students

22.4

19.2

Yes

 
 
32
More Outcomes

Screening Test of Phonological Awareness- Experimental Version (STOPA-E)

DaisyQuest vs. business as usual

Posttest

5 years old;
27 students

18.5

12.4

Yes

 
 
31

Characteristics of study sample as reported by study author.

    • B
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    Utah

Setting

Children attended the Kinderland Center, a child-care facility in Orem, Utah.

Study sample

Participants were 27 eligible students who were randomly assigned to an experimental group (n=12) and a control group (n=15). Before the study, a pool of more than 100 five-year-old children was given the PPVT-R and PAT (b). Children with PPVT-R standard scores less than 75 and children with PAT (b) scores greater than 20 were excluded from the study. The two groups of eligible students were not significantly different from one another in terms of age or scores on the two measures. The average age of children in the experimental group was five years five months and in the control group, five years three months. Although the children in this study were recruited from a preschool, they met age requirements of this review (average age was five years). No attrition occurred.

Intervention Group

Intervention students participated in 20 DaisyQuest computer sessions of approximately 20–25 minutes each in quiet rooms where computer interaction could take place without interruption. Sessions were designed so that students could finish three levels of the program. If a child mastered all three levels before 20 sessions had occurred, training was discontinued. The version of DaisyQuest evaluated in this study contained six instructional activities.

Comparison Group

The comparison group remained in their regular classroom, receiving their routine preschool instruction.

Outcome descriptions

Subjects in both groups were given the Phonological Awareness Test (PAT) and Screening Test of Phonological Awareness-Experimental Version (STOPA-E) in a random order after all children in the experimental group had concluded training. The posttests were given approximately one month after the pretest (that is, the study lasted approximately one month). (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.

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

Phonological Awareness Test (PAT) (b)

DaisyQuest vs. Business as usual

Posttest

5 year olds;
27 students

22.4

19.2

Yes

 
 
32
More Outcomes

Screening Test of Phonological Awareness- Experimental Version (STOPA-E)

DaisyQuest vs. Business as usual

Posttest

5 year olds;
27 students

18.5

12.4

Yes

 
 
31

Characteristics of study sample as reported by study author.

    • 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

    Utah

Setting

Children attended the Kinderland Center, a child-care facility in Orem, Utah.

Study sample

Participants were 27 eligible students who were randomly assigned to an experimental group (n=12) and a control group (n=15). Before the study, a pool of more than 100 five-year-old children was given the PPVT-R and PAT (b). Children with PPVT-R standard scores less than 75 and children with PAT (b) scores greater than 20 were excluded from the study. The two groups of eligible students were not significantly different from one another in terms of age or scores on the two measures. The average age of children in the experimental group was five years five months and in the control group, five years three months. Although the children in this study were recruited from a preschool, they met age requirements of this review (average age was five years). No attrition occurred.

Intervention Group

Intervention students participated in 20 DaisyQuest computer sessions of approximately 20–25 minutes each in quiet rooms where computer interaction could take place without interruption. Sessions were designed so that students could finish three levels of the program. If a child mastered all three levels before 20 sessions had occurred, training was discontinued. The version of DaisyQuest evaluated in this study contained six instructional activities.

Comparison Group

The comparison group remained in their regular classroom, receiving their routine preschool instruction.

Outcome descriptions

Subjects in both groups were given the Phonological Awareness Test (PAT) and Screening Test of Phonological Awareness-Experimental Version (STOPA-E) in a random order after all children in the experimental group had concluded training. The posttests were given approximately one month after the pretest (that is, the study lasted approximately one month). (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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