Improving early phonological awareness to help children read and spell better
Official title: Optimizing early phonological awareness instruction to support reading and spelling acquisition
Funded at Ohio State University · NIH-10979654 · Data updated 2026-11-12
This study is looking for ways to help young children, especially those from underserved communities, improve their reading skills by trying out different teaching methods that focus on sounds in words, so they can become better readers and spellers.
Quick facts
| Grant type | R01 grant |
|---|---|
| Study type | NIH-funded research |
| Funding institution | Ohio State University NIH-funded |
| Lab location | 1 site (Columbus, UNITED STATES) |
| Project start | September 16, 2024 |
| Project end | August 31, 2029 |
| Funding year | 2024 |
| Award (this year) | $684,388 |
| NIH project number | 1R01HD112429-01A1 |
| Project ID | NIH-10979654 on NIH RePORTER |
Who could benefit from this research
✓Could help
Ideal candidates for this research are preschool and kindergarten children, especially those who are at risk for reading difficulties due to underdeveloped phonological awareness.
✕Less likely to help
Children who are already proficient in reading and spelling skills may not benefit from this research.
What this research studies
This research focuses on enhancing phonological awareness in young children, particularly those from marginalized backgrounds, to prevent reading difficulties. It involves conducting two randomized controlled trials to test different intervention strategies aimed at improving phonemic awareness, which is crucial for reading and spelling skills. The trials will compare the effectiveness of various instructional approaches and assess how timing and target groups influence outcomes. By participating, children in preschool and kindergarten will receive tailored support to boost their literacy skills.
Why it matters
Potential benefit: If successful, this research could lead to more effective teaching methods that significantly improve reading and spelling abilities in young children.
How similar studies have gone: Previous research has shown that targeted phonological awareness interventions can effectively improve literacy outcomes, suggesting that this approach has potential for success.
Where this research is happening
-
Ohio State University
Columbus, United States Active
Researchers
- Principal investigator: Piasta, Shayne B. — Ohio State University
- Study coordinator: Piasta, Shayne B.
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About this research
- This is an active NIH-funded research project — typically early-stage science, not a clinical trial accepting patient enrollment.
- Some NIH-funded labs run parallel clinical studies or seek volunteers for related work. To check, contact the principal investigator or institution listed above.
- For full project details, budget, and progress reports, visit the official NIH RePORTER page.