孤立音素意识训练中时间优化：提高阅读成果的累积剂量元分析

Purpose This study examined the optimal cumulative dosage of isolated phonemic awareness (PA) instruction for improving reading outcomes in preschool through first grade. Although PA is a foundational reading skill, its impact on word reading may follow a nonlinear pattern. We estimated the dosage associated with the greatest reading gains and explored whether instructional features and child characteristics moderate these effects.Method Fifteen randomized and quasi-experimental studies (46 effect sizes) were included. Across studies (N = 1,202), samples were kindergarten (67%), preschool (21.