Optimizing Phonological Awareness Learning in Prekindergarten and Kindergarten
This study is looking at the best ways to teach young children, aged 4 to 9, to improve their reading and spelling skills. It compares two different teaching methods: "phonemic awareness intervention (PA)" which focuses on individual sounds in words, and "phonological sensitivity + phonemic awareness intervention (PSPA)" which starts with larger word parts before moving to individual sounds. A third group, "delayed onset phonemic awareness intervention (DPA)", will receive the PA intervention later. The goal is to see which method is most effective in helping children with reading difficulties. To join, children must be in prekindergarten or kindergarten, at least 4 years old, and score below the 50th percentile on a specific phonological awareness test. The study's status is currently unclear.
- Study design
- This is an interventional study with a planned enrollment of 720 participants. It uses an experimental design to compare different behavioral interventions.
- What's involved
- Participants will receive 12 weeks of lessons. They will also have several assessments: at the start, after 6 weeks, after the intervention ends, and then follow-up assessments up to 30 months after enrollment.
- Compensation
- Not stated in the trial record.
- Follow-up
- Participants will be followed up to 30 months after enrollment, with assessments approximately 15-18 months and 27-30 months after joining the study.
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Optimizing Phonological Awareness Learning in Prekindergarten and Kindergarten to Improve Later Reading and Spelling
At a glance
Conditions
NCT07017010
Where you'd take part
This study runs at 2 sites. They're the same protocol — you choose where, and that choice sets who your contact draft is addressed to.
Florida State University
Tallahassee, Floridastudy coordinator listed
Recruiting
The Ohio State University
Columbus, Ohiostudy coordinator listed
Recruiting
Sites open and close at different times, so the status above is per site — it can differ from the study's overall status.
Study leadership
- Shayne B Piasta, PhD · PRINCIPAL_INVESTIGATOR · Ohio State University
- Beth M Phillips, PhD · PRINCIPAL_INVESTIGATOR · Florida State University
Who to contact
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Inclusion
Exclusion
What this trial measures
- Test of Preschool Early Literacy: PA subtestscreening/pretest (within first 3 months of school year prior to intervention), midtest (within 2 months following the first 6 weeks of intervention and before starting the second 6 weeks of intervention), posttest (within 3 months of intervention end)
The TOPEL phonological awareness subtest includes 27 items with a focus on blending and deleting various sound components within words (e.g., compound word components, syllables, individual sounds). Some items do, and others do not include pictorial supports where children can respond by pointing to their answer.
- Comprehensive Test of Phonological Processing 2: Elision, Blending Words, and Sound Matching subtestsscreening/pretest (within first 3 mos, prior to intervention), midtest (within 2 mos after first 6 weeks of intervention, posttest (within 3 mos of intervention end), followup 1 (~15-18 mos after enrollment), followup 2 (PK only, ~27-30 mos after enroll)
The CTOPP2 includes three core subtests that we will administer. Elision is a 34- item subtest to assess how participants can say a word then say what is left after leaving out designated sounds. Blending Words is a 33-item subtest to see how a participant would combine sounds by listening to a series of audio recorded separate sounds then putting together the sounds to make a full word. Sound matching is a 26-item subtest to see how a participant can match sounds. The examiner says a target word then says three other words while pointing to drawings showing the words. For the first 13 items, participants have to point to pictures that match the first sound in the target word and for the following 13 items they match the end sound.