Optimizing Phonological Awareness Learning in Prekindergarten and Kindergarten to Improve Later Reading and Spelling (Project OPAL)

The Ohio State University

Status: Enrolling

Conditions: Reading Difficulties

Treatments: Behavioral: phonological sensitivity + phonemic awareness intervention (PSPA); Behavioral: phonemic awareness intervention (PA); Behavioral: delayed onset phonemic awareness intervention (DPA)

Study type: Interventional

Funder types: Other; NIH

Identifiers

NCT07017010

R01HD112429 (U.S. NIH Grant/Contract)

OSUSTUDY20250377

Details and patient eligibility

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.

Enrollment: 720 estimated patients

Sex: All

Ages: 4 to 9 years old

Volunteers: No Healthy Volunteers

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.

Trial design

Primary purpose: Prevention

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: Double Blind

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720 participants in 4 patient groups

phonemic awareness intervention (PA)

Experimental group

Description:

In the PA condition, children will receive 12 weeks of intervention, approximately 15 minutes per day, for 4 or 5 days per week, for a maximum of 48 lessons.

Treatment:

Behavioral: phonemic awareness intervention (PA)

phonological sensitivity + phonemic awareness intervention (PSPA)

Experimental group

Description:

In the PSPA condition, children will receive 12 weeks of intervention in 15- minute lessons, with a maximum of 48 lessons, 4 or 5 days per week.

Treatment:

Behavioral: phonological sensitivity + phonemic awareness intervention (PSPA)

delayed onset phonemic awareness intervention (DPA)

Experimental group

Description:

In the DPA condition, children will receive intervention that includes identical types of lessons to the PA condition but with a delayed onset to match the start of week 7 for other conditions. The difference will be that they receive instruction for only 6 weeks, or for a total of 24 maximum lessons. These also will be delivered for approximately 15 minutes each day, for 4 or 5 days per week.

Treatment:

Behavioral: delayed onset phonemic awareness intervention (DPA)

Instruction-as-usual control (BAU)

No Intervention group

Description:

In the BAU condition children will receive only their typical general education classroom instruction as provided by their classroom teacher. This will vary naturally from classroom to classroom.