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Purpose: Research on how much early phonemic awareness (PA) instruction is optimal has produced inconclusive answers. We conducted a nonlinear meta-analysis to estimate the optimal cumulative dosage of early PA instruction on PA outcomes with an associated maximum effect size in preschool through first-grade students. Method: Sixteen experimental and quasi-experimental primary studies (35 effect sizes) on PA instruction effectiveness that reported cumulative dosage data were included. There were 613 students in treatment and 542 students in control conditions (Mage= 5.20 years; SDage = 0.87). Results: The cumulative dosage response model took a concave parabolic form (an upside-down U shape). Specifically, PA instruction effects improved with increasing dosage up to 10.20 hours of instruction (dmax = 0.74), after which the effects declined. Moderator analyses revealed these results held for students at-risk for reading disabilities and basic PA skills instruction. Furthermore, moderator analyses showed that the dosage response curves exhibited a convex parabolic form (a U shape) in PA instruction with letters, with effects continually increasing after 16 hours of PA instruction. Discussion: Overall, our findings highlight the importance of planning the optimal cumulative dosage of early PA instruction in preschool through first-grade settings so that students acquire the PA and phonological-orthographic associations taught and show progress in learning to read.

Universal screening in reading is a common, and often required, practice in early elementary school. Computer-adaptive screening tools, such as "Istation's Indicators of Progress-Early Reading" (ISIP-ER), are often chosen for this purpose in schools. In our present study, we examine the validity evidence between the ISIP-ER in kindergarten and third grade "State of Texas Assessments of Academic Readiness" (STAAR) reading scores, the classification accuracy of ISIP-ER to predict which students will meet STAAR reading expectations, and a cut score to maximize classification accuracy for the local context. The sample included 962 students (M[subscript age] = 6.19 years; SD[subscript age] = 0.37) from 15 elementary schools in one suburban school district in Texas. As for validity, the correlation between ISIP-ER in kindergarten and the third grade STAAR was moderate (r = 0.48). Classification accuracy analyses using the vendor-recommended cut score found sensitivity (0.63) and specificity (0.70) were all below recommended levels. Using a locally determined cut score, sensitivity (0.92) was improved, but specificity (0.33) was substantially decreased. The findings suggest ISIP-ER has some limitations in the accurate identification of students at risk for poor outcomes on a state-mandated reading test and will likely need to be combined with other assessments or progress monitoring data.

Phonemic awareness is a key building block for later reading and spelling development. Students at risk for reading difficulties may have difficulties with phonemic awareness and need additional instruction or intervention to develop these skills. This column discusses evidence-based phonemic awareness instruction and the implementation of supplemental intervention using computer programs and parents for students at risk for reading difficulties.