Phonological awareness

Overview

Influence: Phonological awareness
Domain: Curricula
Sub-Domain: Reading, writing and the arts
Potential to Accelerate Student Achievement: Potential to considerably accelerate
Influence Definition: Phonological awareness is a broad skill which involves assessing and improving phonemic awareness (a subset of phonological awareness isolating the sounds in a word), such as phoneme isolation, identification, categorization, blending; segmentation, and deletion. Phonological awareness is an umbrella term that encompasses the awareness and ability to manipulate spoken parts of words or sentences including word awareness, syllables, onset and rhyme.

Evidence

Number of meta-analyses: 11
Number of studies: 563
Number of students: 52,411
Number of effects: 6,275
Weighted mean effect size: 0.74
Robustness index: 5

Meta-Analyses

Meta-Analyses
Journal Title	Author	First Author's Country	Article Name	Year Published	Variable	Number of Studies	Number of Students	Number of Effects	Effect Size
Merrill-Palmer Quarterly	Wagner	USA	Causal relations between the development of phonological processing abilities and the acquisition of reading skills: a meta-analysis	1988	Phonological processing abilities	16	0	1,766	0.38
Dissertation	Miller	USA	The effects of training in phonemic awareness: a meta-analysis	1999	Phonemic awareness programs	18	882	18	1.53
Dissertation	Thomas	USA	The effects of phonemic awareness instruction on reading achievement of kindergarten students: a meta-analysis	2000	Phonemic awareness	8	715	10	1.02
Reading Research Quarterly	Ehri, Nunes, Willows, Schuster, Yaghoub-Zadeh, & Shanahan	USA	Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel's meta-analysis	2001	Phonemic awareness on reading	52	0	72	0.53
Review of Educational Research	Swanson, Trainin, Necoechea, & Hammill	USA	Rapid naming, phonological awareness, and reading: A meta-analysis of the correlation evidence	2003	Rapid naming, phonological awareness	35	3,568	2,257	0.93
Journal of Educational Psychology	Araujo, Reis, Petersson, & Faisca	Portugal	Rapid Automatized Naming and Reading Performance: A Meta-Analysis	2015	Rapid automatized naming and reading	137	28,826	857	0.95
Journal of Deaf Studies and Deaf Education	Mayberry, del Guidice, & Lieberman	USA	Reading achievement in relation to phonological coding and awareness in deaf readers: A meta-analysis	2011	Phonological coding in deaf readers	57	0	57	0.35
Campbell Systematic Reviews	Hjetland, Brinchmann, Scherer, & Melby-Lervåg	USA	Preschool predictors of later reading comprehension ability: a systematic review.	2014	Phonemic awareness and comprehension	63	0	263	0.62
Journal of Educational Psychology	Yang, Yan, Ruan, Ku, Lo, Peng, & McBride	China	Relations among phonological processing skills and mathematics in children: A meta-analysis.	2021	Phonological processing on math achievement	94	0	826	0.70
Zeitschrift fur Entwicklungspsychologie und Padagogische Psychologie	Fischer & Pfost	Germany	How Effective Are Trainings of Phonological Awareness? A Meta-Analysis of German Language Training Programs and Their Effects on he Acquisition of Reading and Spelling Skills	2015	Phonological awareness training	19	0	22	0.36
Journal of Educational Psychology	Ruan, Georgiou, Song, Li, & Shu	China	Does writing system influence the associations between phonological awareness, morphological awareness, and reading? A meta-analysis	2018	Phonological and morphological awareness in English and Chinese	64	18,420	127	0.87
TOTAL/AVERAGE						563	52,411	6,275	0.75