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<p>The current study examined the effects of using a commercially available computer program on the early literacy skills of preschool children and the relationship between fidelity and improvement in literacy skills. Parents and their preschool children were recruited to voluntarily participate in an educational app study. Forty-two preschool children were randomly assigned to an intervention group, which used OgStar Early Reader, or a control group, which used IXL Math. The recommendation was to use the program for 15–20&#xa0;min per day for five&#xa0;days a week over eight&#xa0;weeks in the summer prior to kindergarten. Three Dynamic Indicators of Basic Early Literacy Skills (DIBELS) measures were used to assess literacy skills: Letter Naming Fluency (LNF), Phoneme Segmentation Fluency (PSF), and Nonsense Word Fluency (NWF). A total of 33 children completed posttests. The intervention group scored statistically significantly higher on LNF posttests (<i>g</i> = 0.41, <i>p</i> = .025) and NWF- correct letter sounds posttests (<i>g</i> = 0.52, <i>p</i> = .009) over the control group. No statistically significant differences were found between the groups for PSF (<i>g</i> = 0.19, <i>p</i> = .458) or NWF- words recoded correctly (<i>g</i> = 0.61, <i>p</i> = .057). Overall, children completed between seven and 131 lesson segments during the study, suggesting fidelity to the planned intervention varied across participants. The number of lessons completed was moderately related to participant gains on LNF and NWF (<i>r</i> = 0.31–0.38). These findings provide some initial support that the use of the early reader app may improve alphabetic knowledge for preschool children.</p>

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Evaluating the impact of an early reading app on preschool literacy skills: A pilot randomized control study

  • 期刊论文

  • 发表日期：

    2025年10月30日

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  • Marianne Rice,
  • Megan E. Bishop,
  • Elizabeth Ivey

摘要

The current study examined the effects of using a commercially available computer program on the early literacy skills of preschool children and the relationship between fidelity and improvement in literacy skills. Parents and their preschool children were recruited to voluntarily participate in an educational app study. Forty-two preschool children were randomly assigned to an intervention group, which used OgStar Early Reader, or a control group, which used IXL Math. The recommendation was to use the program for 15–20 min per day for five days a week over eight weeks in the summer prior to kindergarten. Three Dynamic Indicators of Basic Early Literacy Skills (DIBELS) measures were used to assess literacy skills: Letter Naming Fluency (LNF), Phoneme Segmentation Fluency (PSF), and Nonsense Word Fluency (NWF). A total of 33 children completed posttests. The intervention group scored statistically significantly higher on LNF posttests (g = 0.41, p = .025) and NWF- correct letter sounds posttests (g = 0.52, p = .009) over the control group. No statistically significant differences were found between the groups for PSF (g = 0.19, p = .458) or NWF- words recoded correctly (g = 0.61, p = .057). Overall, children completed between seven and 131 lesson segments during the study, suggesting fidelity to the planned intervention varied across participants. The number of lessons completed was moderately related to participant gains on LNF and NWF (r = 0.31–0.38). These findings provide some initial support that the use of the early reader app may improve alphabetic knowledge for preschool children.