Duff et al., (2015) (14) |
Trained at risk vs. controls at risk. |
Posttest |
67 (77) |
Language comprehension |
.03 |
6 years (6 years) |
Randomized waiting list design |
Reading and language intervention (RALI), phoneme awareness/decoding, and language comprehension skills |
|
Letter knowledge |
|
One group 9 weeks of intervention, the other group 18 weeks of intervention alternating between 20 and 30 min group and individual daily sessions. Implemented by teaching assistants. |
|
Nonword reading |
.24 |
|
Phon Aw |
.17 |
|
|
|
|
Spelling |
.40 |
|
|
|
|
|
Word reading |
−.21 |
|
|
|
|
|
|
.00 |
|
|
Elbro & Petersen, 2004 (4) |
Trained at risk vs. controls at risk |
Posttest |
35 (47) |
Letter knowledge |
.99 |
6:2(6:2) |
Nonrandomized pre/posttest control group design |
Training program written for the study, inspired by the Lundberg and the Lindamood programs. Focused on phoneme-awareness training and letter knowledge. Intervention was 30 min a day for 17 weeks, delivered by kindergarten teachers. |
|
Phon Aw |
1.14 |
|
|
RAN |
−.22 |
|
Trained at risk vs. controls not at risk |
Posttest |
35 (41) |
Letter knowledge |
.39 |
|
|
|
Phon Aw |
.24 |
|
|
|
|
RAN |
.06 |
|
|
|
Trained at risk vs. controls at risk |
Follow-up gain 2nd–3rd grade |
35 (47) |
Nonword reading |
−.01 |
|
|
|
|
Word reading |
−.18 |
|
|
|
Trained at risk vs. controls not at risk |
Follow-up gain 2nd–3rd grade |
35 (41) |
Nonword reading |
−.04 |
|
|
|
|
Word reading |
−.17 |
|
|
Fielding-Barnsley, & Purdie, 2003 |
Trained at risk vs. controls at risk |
Posttest |
26 (23) |
Language comprehension |
−.08 |
70.2 (70.5) |
Nonrandomized pre/posttest control group design |
Dialogic reading intervention where parents were asked to read to their children using the principles of dialogic reading. Five times during the 8-week intervention. |
|
Phon Aw |
|
|
|
Spelling |
.23 |
|
|
Word reading |
1.26 |
1st grade |
|
|
|
1.09 |
|
|
Hindson et al., 2005 (15) |
Trained at risk vs. controls at risk |
Posttest |
69 (17) |
Letter knowledge |
.12 |
54.6 (55.5) |
Nonrandomized pre/posttest control group design |
The sound foundations package based on training the children on a limited set of phonemes. The intervention was delivered by one of two teachers from research group either at home or in school. Each session 30 min, 11–17 sessions within a period of 3 months |
|
|
Ph awareness |
.88 |
|
Trained at risk vs. controls not at risk |
Posttest |
69 (65) |
Letter knowledge |
−.22 |
|
|
|
Phon Aw |
−.18 |
|
|
Regtvoort & van der Leij, 2007 (2) |
Trained at risk vs. controls at risk |
Posttest |
31 (26) |
Letter knowledge |
.87 |
5:7 (5:7) |
Nonrandomized pre/posttest control group design |
Word building (Beck 1989). Focuses on reading instruction, letter–sound correspondence, and phonemic awareness. Children were trained by their parents, 10 min a day, 5 days a week for 14 weeks. |
|
|
Phon Aw |
.48 |
|
|
|
RAN |
−.32 |
|
Trained at risk vs. controls not at risk |
Posttest |
31 (16) |
Letter knowledge |
.84 |
|
|
|
Phon Aw |
.13 |
|
|
|
|
RAN |
−.19 |
|
|
|
Trained at risk vs. controls at risk |
Follow-up gain middle 1st grade to end 1st |
31 (26) |
RAN |
−.09 |
|
|
|
|
Word reading |
−.16 |
|
|
|
Trained at risk vs. controls not at risk |
Follow-up gain middle 1st grade to end 1st |
31 (16) |
RAN |
−.14 |
|
|
|
|
Word reading |
−.15 |
|
|
|
Trained at risk vs. controls at risk |
Follow-up gain end of 1st grade to end of 2nd |
31 (26) |
Nonword reading |
.46 |
|
|
|
|
|
RAN |
.20 |
|
|
|
|
|
Spelling |
−.17 |
|
|
|
|
|
Word reading |
−.10 |
|
|
|
|
Trained at risk vs. controls not at risk |
Follow-up gain end of 1st grade to end of 2nd |
31 (16) |
Nonword reading |
.26 |
|
|
|
|
|
RAN |
.75 |
|
|
|
|
|
Spelling |
−.58 |
|
|
|
|
|
Word reading |
.01 |
|
|
|
van Otterloo & van der Leij, 2009 (2) |
Trained at risk vs. controls at risk |
Posttest |
30 (27) |
Letter knowledge |
.50 |
69.87 (71.13) |
Posttest-only control group design |
Sounding sounds and Jolly letters–a home-based prereading program with parents as tutors, 10 min a day, 5 days a week for 14 weeks. |
|
|
Phon Aw |
.19 |
|
|
|
RAN |
.27 |
|
Follow-up mid 1st grade |
30 (27) |
Phon Aw |
.09 |
Middle of first grade |
|
|
Word reading |
−.34 |
|
|
Follow-up end 1st grade |
|
Phon Aw |
−.11 |
End of first grade |
|
|
|
|
Word reading |
−.41 |
|