Actively Recruiting
Optimizing Phonological Awareness Learning in Prekindergarten and Kindergarten to Improve Later Reading and Spelling
Led by Ohio State University · Updated on 2025-12-08
720
Participants Needed
2
Research Sites
198 weeks
Total Duration
On this page
Sponsors
O
Ohio State University
Lead Sponsor
E
Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)
Collaborating Sponsor
AI-Summary
What this Trial Is About
The goal of the proposed study is to directly and rigorously address current scientific controversy about phonological awareness intervention content and timing for prekindergarten and kindergarten children. Using an experimental design, we will compare the relative impact of phonological sensitivity + phonemic awareness intervention versus phonemic awareness intervention on children's phonemic awareness and later reading and spelling abilities. We expect that both types of intervention will lead to impacts beyond business-as-usual instruction but do not have directional hypotheses as to which type of intervention will be most effective. Also, we will determine the relative efficacy of intervening in prekindergarten versus kindergarten, examine child characteristics that might moderate effects, and explore whether a transition point can be identified as to when phonemic awareness intervention may be most effective. Ultimately, our findings will help optimize early phonological awareness instruction.
CONDITIONS
Official Title
Optimizing Phonological Awareness Learning in Prekindergarten and Kindergarten to Improve Later Reading and Spelling
Who Can Participate
Eligibility Criteria
You may qualify if you...
- Parent consent given
- Child assents to participate
- Child is enrolled in prekindergarten or kindergarten
- Child is at least 4 years old
- Child scores below the 50th percentile on the Phonological Awareness Component Score of the Comprehensive Test of Phonological Processing 2 (CTOPP 2)
You will not qualify if you...
- Child has severe sensory impairment affecting hearing or vision as reported by parents
- Child cannot speak or understand English at a basic level, scoring below 6 on the Clinical Evaluation of Language Fundamentals Preschool-3 Screening Test
- Child has severe behavior problems indicated by a score of 3 on the aggressive behavior item or a total score of 16 or higher on the externalizing subscale of the Student Risk Screening Scale-Early Childhood (SRSS-EC)
AI-Screening
AI-Powered Screening
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Trial Site Locations
Total: 2 locations
1
Florida State University
Tallahassee, Florida, United States, 32310
Actively Recruiting
2
The Ohio State University
Columbus, Ohio, United States, 43210
Actively Recruiting
Research Team
S
Shayne B Piasta, PhD
CONTACT
C
Caitlin Florek
CONTACT
How is the study designed?
Study Type
INTERVENTIONAL
Masking
DOUBLE
Allocation
RANDOMIZED
Model
PARALLEL
Primary Purpose
PREVENTION
Number of Arms
4
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