NCT07017010 · Ohio State University
Optimizing Phonological Awareness Learning in Prekindergarten and Kindergarten to Improve Later Reading and Spelling
(Project OPAL)
What this study 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.
View original scientific description
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.
Interventions
BEHAVIORAL
phonemic awareness intervention (PA)
All 12 weeks of lessons will exclusively focus on instruction at the phoneme level (i.e., the individual sounds in words), with activities addressing the blending of sounds to form short words. Other activities may include counting the number of sounds heard in a word, matching letter tiles to the sounds heard in the word, and separating short words into their component sounds.
BEHAVIORAL
phonological sensitivity + phonemic awareness intervention (PSPA)
The first six weeks of intervention will include a focus on being able to manipulate (separate and blend) parts of words larger than the individual sounds. This will include manipulating compound word components, syllables, and initial sounds and rhyming components of words. Activities may include matching pictures of words, assembling/disassembling puzzle pieces that represent words, and sorting pictures (words) by their first or ending sounds. The second six weeks of intervention will focus on phonemic awareness, as described for the PA intervention condition, and be the same as what the children in the DPA intervention condition experience.
BEHAVIORAL
delayed onset phonemic awareness intervention (DPA)
The six weeks of intervention will focus on phonemic awareness, as described for the PA intervention condition, and be the same as the second six weeks of lessons that the children in the PSPA intervention condition experience.
Primary outcome measures
Test of Preschool Early Literacy: PA subtest
Time frame: screening/pretest (within first 3 months of school year prior to intervention), midtest (within 2 months following the first 6 weeks of intervention and before starting the second 6 weeks of intervention), posttest (within 3 months of intervention end)
The TOPEL phonological awareness subtest includes 27 items with a focus on blending and deleting various sound components within words (e.g., compound word components, syllables, individual sounds). Some items do, and others do not include pictorial supports where children can respond by pointing to their answer.
Comprehensive Test of Phonological Processing 2: Elision, Blending Words, and Sound Matching subtests
Time frame: screening/pretest (within first 3 mos, prior to intervention), midtest (within 2 mos after first 6 weeks of intervention, posttest (within 3 mos of intervention end), followup 1 (~15-18 mos after enrollment), followup 2 (PK only, ~27-30 mos after enroll)
The CTOPP2 includes three core subtests that we will administer. Elision is a 34- item subtest to assess how participants can say a word then say what is left after leaving out designated sounds. Blending Words is a 33-item subtest to see how a participant would combine sounds by listening to a series of audio recorded separate sounds then putting together the sounds to make a full word. Sound matching is a 26-item subtest to see how a participant can match sounds. The examiner says a target word then says three other words while pointing to drawings showing the words. For the first 13 items, participants have to point to pictures that match the first sound in the target word and for the following 13 items they match the end sound.
Who can participate
This study lists these criteria on ClinicalTrials.gov. A study coordinator reviews eligibility during screening — this page does not determine whether you qualify.
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.
Where
- Tallahassee, Florida
- Columbus, Ohio
Collaborators
Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD), Florida State University
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Frequently asked questions
What is a clinical trial?
A clinical trial is a research study that tests new medical treatments, drugs, devices, or procedures to determine their safety and effectiveness. Trials are carefully designed and monitored to protect participants while advancing medical knowledge.
Is it safe to participate?
Clinical trials follow strict safety guidelines and ethical standards. Trials must be reviewed and approved, and participants are closely monitored by medical professionals throughout the study. You can withdraw at any time if you choose.
Will I be compensated?
Many clinical trials offer compensation for your time, travel expenses, and inconvenience. The specific compensation varies by study and will be discussed during the screening process. All study-related medical care is typically provided at no cost to participants.
Will I receive a placebo instead of treatment?
When effective treatment exists, participants typically receive either the standard treatment plus the study intervention, or the standard treatment plus placebo. You would not be denied effective care. Placebos are primarily used when no proven treatment is available, or in addition to standard care. Your trial consent form will clearly explain what treatments you may receive.
Can I leave a trial if I change my mind?
Absolutely. Participation in clinical trials is completely voluntary. You have the right to withdraw from the study at any time, for any reason, without penalty or loss of benefits to which you are otherwise entitled.
How long does a clinical trial last?
Trial duration varies widely depending on the study design and purpose. Some trials last just a few weeks, while others may continue for months or years. The study coordinator will provide specific timeline information during your screening call.
Data: ClinicalTrials.gov · synced Dec 8, 2025 · Source of record for eligibility and locations