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References
Met WWC standards
Cognitive Concepts, Inc. (2003). Outcomes report: Los Angeles Unified School District, California. Retrieved from http://www.cogcon.com/research/proven/LAUSD.pdf
Met WWC standards with reservations
Valliath, S. (2002). An evaluation of a computer-based phonological awareness training program: Effects on phonological awareness, reading and spelling. Dissertation Abstracts International, 63 (04), 1291A. (UMI No. 3050601)
Did not meet WWC evidence screens
Cognitive Concepts, Inc. (2000). Earobics Early Literacy Instruction: Chicago Public Schools pilot research report. Retrieved from http://www.cogcon.com/research/proven/cpsoutcomes.pdf9
Cognitive Concepts, Inc. (2001). Outcomes report: Daviess County Public Schools, Kentucky. Retrieved from http://www.cogcon.com/research/proven/DaviessCounty.pdf9
Cognitive Concepts, Inc. (2001). Outcomes report: Newport News Public Schools, Virginia. Retrieved from http://www.cogcon.com/research/proven/newportoutcomes.pdf9
Cognitive Concepts, Inc. (2001). Outcomes report: PALS assessment, Virginia. Retrieved from http://www.cogcon.com/research/proven/newportPALSoutcomes.pdf9
Cognitive Concepts, Inc. (2001). Outcomes report: Spring Branch Independent School District, Texas. Retrieved from http://www.cogcon.com/research/proven/ShadowOutcomes.pdf9
Cognitive Concepts, Inc. (2002). Outcomes report: Anne Arundel County Public Schools, Maryland. Retrieved from http://www.cogcon.com/research/proven/Aa-OC.pdf9
Cognitive Concepts, Inc. (2002). Outcomes report: Brevard County Public Schools, Florida. Retrieved from http://www.cogcon.com/research/proven/Brevard.pdf9
Cognitive Concepts, Inc. (2002). Outcomes report: Cincinnati Children's Hospital Medical Center, Ohio. Retrieved from http://www.cogcon.com/research/proven/CCH-OC.pdf9
Cognitive Concepts, Inc. (2002). Outcomes report: Culver City Unified School District, California. Retrieved from http://www.cogcon.com/research/proven/culveroutcomes.pdf9
Cognitive Concepts, Inc. (2002). Outcomes report: District of Columbia Public Schools, Washington, DC. Retrieved from http://www.cogcon.com/research/proven/DCPS-OC.pdf9
Cognitive Concepts, Inc. (2002). Outcomes report: Northwestern University, Illinois. Retrieved from http://www.cogcon.com/research/proven/NorthwesternU.pdf10
Cognitive Concepts, Inc. (2002). Outcomes report: Polk County School District, Florida. Retrieved from http://www.cogcon.com/research/proven/polkoutcomes.pdf9
Hayes, E. A., Warrier, C. M., Nicol, T. G., Zecker, S. G., & Kraus, N. (2002). Neural plasticity following auditory training in children with learning problems. Clinical Neurophysiology, 114, 673–684. 11
Pettis, A. M. (2000). A study on phonological awareness: The comparison of two computer-based programs used as intervention for students with disabilities. Unpublished master's thesis, Grand Valley State University, Allendale, MI. 12
Pobanz, M. S. (2000, January). The effectiveness of an early literacy/auditory processing training program, called Earobics, with young children achieving poorly in reading. Paper presented at the meeting of the California Association of Social Psychologists, Los Angeles, CA. 9
Pokorni, J. L., Worthington, C. K., & Jamison, P. J. (2004). Phonological awareness intervention: Comparison of Fast ForWord, Earobics, and LiPS. The Journal of Educational Research, 97 (3), 147–157. 13
10 The sample is not appropriate to this review: the parameters for this WWC review specified that students should be in grades K–3 during the time of the intervention; this study did not focus on the targeted grades.
11 The outcome measures are not relevant to this review: the parameters for this WWC review specified student outcome measures but this study did not focus on students.
12 High overall attrition: the study, which used a randomized controlled trial design, reported an extreme overall attrition rate.
13 The sample is not appropriate to this review: this study did not disaggregate data for students in other grades K–3, the focus of this WWC review.
