Optimizing early phonological skills to improve later reading and spelling
Official title: Optimizing Phonological Awareness Learning in Prekindergarten and Kindergarten to Improve Later Reading and Spelling
Run by Ohio State University · NCT07017010 · Data updated 2026-11-12
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
| Study type | Interventional |
|---|---|
| Ages | 4 Years to 9 Years |
| Sex | All |
| Enrollment | 720 (estimated) |
| Sponsor | Ohio State University Academic / other |
| Locations | 2 sites (Tallahassee, Florida and 1 other locations) |
| Status | Recruiting |
| Started | September 12, 2025 |
| Main results expected | July 2029 |
| Study ends | July 2029 |
| Registry record updated | December 8, 2025 |
| Trial ID | NCT07017010 on ClinicalTrials.gov |
Is this trial a fit for you?
✓Likely a 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.
✕Probably 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.
A plain-English reading of the study's rules. Only the study team can confirm whether you qualify.
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.
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 gone: 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.
Who can join: the full rules
Show full inclusion / exclusion 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 it's running
-
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
- Email: piasta.1@osu.edu
- Phone: 614-688-4454
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How to take part
- Review the eligibility criteria above with your treating physician.
- Check the official listing on ClinicalTrials.gov for the latest contact details and recruitment status.
- Contact the study coordinator or principal investigator to ask for pre-screening. Pre-screening is free and never obligates you to enroll.