Impact of code-focused intervention on later literacy skills

Evaluation the impact of code-focused intervention on word decoding in preschool children

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

IRCT

Registry ID

IRCT2016101230273N1

Enrollment

Registered

2016-12-07

Start date

2016-08-26

Completion date

Unknown

Last updated

2018-02-22

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Dyslexia. Dyslexia and alexia

Interventions

Intervention 1: intervention group: 5 week education on phonogical awareness and alphabetic knowledge ( 12 letter). for 30 session . every session : 45 minutes. this group like control, recieve daily

Prevention

intervention group: 5 week education on phonogical awareness and alphabetic knowledge ( 12 letter). for 30 session . every session : 45 minutes. this group like control, recieve daily education of f

control group: they dont recieve any intervention by researchers. but participate in daily school program for 4 week in first month on educational year.

Eligibility

Sex/Gender

All

Age

5 Years to 6 Years

Inclusion criteria

Inclusion criteria: Inclusion criteria : 1. Normal children that aged from 6 to 7 years. 2. Certified preschool screening. 3. Just exposed to one language (Farsi), and are not bilingual. The criteria were selected in case of non-fulfillment of any of the participants, he will be immediately excluded from the study, as follows: 1. History of epilepsy, seizures and brain damage. 2. Psychiatric disorders (such as autism and who have been diagnosed by a psychiatrist) and mental disability Exclusion criteria was to study, as follows: 1. Lack of cooperation in the assessment and intervention 2. Unwillingness of parents to continue working 3. Absence of more than five consecutive sessions

Exclusion criteria

Exclusion criteria:

Design outcomes

Primary

Measure	Time frame
Word decoding. Timepoint: before intervention, after intervention. Method of measurement: researcher made task.;Alphabetic knowledge learning. Timepoint: before intervention, after intervention. Method of measurement: letter- phoneme correspondence test ( soleimani) from reading diagnostic test.;Phonological awareness. Timepoint: before intervention, after intervention. Method of measurement: phonological awareness test ( dastjerdi).;Rapid automatized naming. Timepoint: before intervention, after intervention. Method of measurement: RAN test ( soleimani).	—

Measure

Time frame

Word decoding. Timepoint: before intervention, after intervention. Method of measurement: researcher made task.;Alphabetic knowledge learning. Timepoint: before intervention, after intervention. Method of measurement: letter- phoneme correspondence test ( soleimani) from reading diagnostic test.;Phonological awareness. Timepoint: before intervention, after intervention. Method of measurement: phonological awareness test ( dastjerdi).;Rapid automatized naming. Timepoint: before intervention, after intervention. Method of measurement: RAN test ( soleimani).

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Countries

Iran (Islamic Republic of)

Contacts

Public ContactMr Mahdi Khodadoust

Iran University of Medical Sciences

khodadoust1404@gmail.com+98 21 2222 8051

Outcome results

None listed

Source: IRCT (via WHO ICTRP) · Data processed: Feb 4, 2026