Optimizing early phonological skills to improve later reading and spelling

Optimizing Phonological Awareness Learning in Prekindergarten and Kindergarten to Improve Later Reading and Spelling

We will test whether two types of phonological awareness lessons for prekindergarten and kindergarten children with below-average phonological skills help improve later reading and spelling.

Quick facts

• Phase: NA
• Study type: Interventional
• Enrollment: 720 (estimated)
• Ages: 4 Years to 9 Years
• Sex: All
• Sponsor: Ohio State University (other)
• Locations: 2 sites (Tallahassee, Florida and 1 other locations)
• Trial ID: NCT07017010 on ClinicalTrials.gov

What this trial studies

This randomized experimental program compares three approaches: a phonemic awareness intervention (PA), a combined phonological sensitivity plus phonemic awareness intervention (PSPA), and a delayed-onset phonemic awareness intervention (DPA) delivered to children enrolled in prekindergarten or kindergarten. Children eligible score below the 50th percentile on the phonological awareness component of the CTOPP-2 and must meet basic language and behavioral criteria. Outcomes include changes in phonemic awareness and later measures of reading and spelling, with analyses to test age/timing effects and child characteristics that might modify response. The goal is to identify which content and timing yield the best long-term literacy gains for at-risk young children.

Who should consider this trial

Good fit: Children aged about 4 years or older enrolled in prekindergarten or kindergarten who score below the 50th percentile on the CTOPP-2 phonological awareness component, whose parents give consent, who can follow basic English instructions, and who do not have severe sensory or behavioral problems.

Not a fit: Children with severe hearing/vision loss that prevents following lessons, those who cannot speak or understand basic English, children with marked behavioral problems, or children already scoring above average on phonological awareness are unlikely to benefit from these interventions.

Why it matters

Potential benefit: If successful, the findings could clarify which phonological teaching approach and timing most effectively improve reading and spelling for young children at risk for reading difficulties.

How similar studies have performed: Previous research supports that phonemic awareness training can improve early reading, but it remains unclear whether adding broader phonological sensitivity training or changing the timing (prekindergarten vs kindergarten) provides extra benefit.

Eligibility criteria

Inclusion Criteria:

* Parent consent
* Child assent
* Enrollment in prekindergarten or kindergarten
* At least 4 years old
* Score below the 50th percentile on the Phonological Awareness Component Score of the Comprehensive Test of Phonological Processing 2 (CTOPP 2).

Exclusion Criteria:

* Severe sensory impairment that interferes with the capacity to hear instructions or see visual stimuli as reported by parents on the initial Child/Family Survey.
* Inability to speak or understand English at a basic level, as indicated by a criterion score \< 6 on the Clinical Evaluation of Language Fundamentals Preschool-3 Screening Test (CELF:PS).
* Severe behavior issues as indicated by (a) a score 3 on the aggressive behavior item of the externalizing subscale of the Student Risk Screening Scale-Early Childhood (SRSS-EC) or (b) a total score ≥ 16 on the externalizing subscale of the SRSS-EC.

Where this trial is running

Tallahassee, Florida and 1 other locations

• Florida State University — Tallahassee, Florida, United States (RECRUITING)
• The Ohio State University — Columbus, Ohio, United States (RECRUITING)

Study contacts

• Principal investigator: Shayne B Piasta, PhD — Ohio State University
• Study coordinator: Shayne B Piasta, PhD

Conditions: Reading Difficulties