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

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.

NCT Number	NCT07017010
Lead Sponsor	Ohio State University Collaborators: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD), Florida State University
Conditions	Reading Difficulties
Enrollment	720 participants
Start Date	2025-09-12
Primary Completion	2029-07 (estimated)
Study Completion	2029-07 (estimated)
Updated on ClinicalTrials.gov	2025-12-08