How We Tested

Sound Track for Reading was tested in a controlled longitudinal training (intervention) study involving pre-and post-testing of a group of children (n = 46) on a reading achievement battery in October and February of grade 1.

The study took place in the North Vancouver School District, BC, Canada.

Design

The study had a 2 X 2 factor design for the quantitative analysis using factorial ANOVA. The study group used the intervention from October to the end of January. The “waiting list” control group used the intervention from February to April/May. Families were randomly assigned to their groups.

Therefore, the levels of enthusiasm to use the program were equal in both groups. The study also controlled for school, family demographic and extra support programs at school. In fact more children in the control group were receiving extra help at school than in the group using Sound Track for Reading.

There were no significant differences on any aspects of the tests at pre-test.

The study also had a qualitative element: children and parents also completed questionnaires to examine changes in attitude and motivation.

Results

There were significant Group X Time interactions for:

Phonemic Awareness, F(I,45) = 4.58, p<.05

Word Attack,  F(1,45) = 6.58, p<.05

There was a significant difference in Elementary School Reading Attitude responses from the children between pre-and post-test, t(22) = 4.77, p<.001 and between experimental and control group at the same point in grade 1 in favour of the children using Sound Track for Reading.

Parent’s attitude and motivation scores on a questionnaire about helping their children at home with reading increased significantly between pre- and post-test, t(22) = 8.58, p,<.001

Scores were also significantly better for Sound Track for Reading parents than for control group parents at the same time in grade 1, t(22) = 5.65, p<.001

There were also significant correlations between parent attitudes and treatment integrity r = .389, p<.08 (two-tailed) and between treatment integrity and children’s phonemic awareness outcomes, r = .355, p<.06 (one-tailed)

Sound Track for Reading was given a stringent test because N. Vancouver provides an intensive early intervention program for children at-risk for reading difficulties.