A randomized controlled trial of an early-intervention, computer-based literacy program to boost phonological skills in 4- to 6-year-old children

Background: Many school-based interventions are being delivered in the absence of evidence of effectiveness (Snowling & Hulme, 2011, Br. J. Educ. Psychol., 81, 1).Aim: This study sought to address this oversight by evaluating the effectiveness of the commonly used the Lexia Reading Core5 intervention, with 4- to 6-year-old pupils in Northern Ireland.Sample: A total of 126 primary school pupils in year 1 and year 2 were screened on the Phonological Assessment Battery 2nd Edition (PhAB-2). Children were recruited from the equivalent year groups to Reception and Year 1 in England and Wales, and Pre-kindergarten and Kindergarten in North America.
Methods: A total of 98 below-average pupils were randomized (T0) to either an 8-week block (inline image = 647.51 min, SD = 158.21) of daily access to Lexia Reading Core5 (n = 49) or a waiting-list control group (n = 49). Assessment of phonological skills was completed at post-intervention (T1) and at 2-month follow-up (T2) for the intervention group only.
Results: Analysis of covariance which controlled for baseline scores found that the Lexia Reading Core5 intervention group made significantly greater gains in blending, F(1, 95) = 6.50, p = .012, partial η2 = .064 (small effect size) and non-word reading, F(1, 95) = 7.20, p = .009, partial η2 = .070 (small effect size). Analysis of the 2-month follow-up of the intervention group found that all group treatment gains were maintained. However, improvements were not uniform among the intervention group with 35% failing to make progress despite access to support. Post-hoc analysis revealed that higher T0 phonological working memory scores predicted improvements made in phonological skills.
Conclusions: An early-intervention, computer-based literacy program can be effective in boosting the phonological skills of 4- to 6-year-olds, particularly if these literacy difficulties are not linked to phonological working memory deficits.

Two problems from the Polishchuk and Positselski book on Quadratic algebras

In the book ’Quadratic algebras’ by Polishchuk and Positselski [23] algebras with a small number of generators (n = 2, 3) are considered. For some number r of relations possible Hilbert series are listed, and those appearing as series of Koszul algebras are specified. The first case, where it was not possible to do, namely the case of three generators n = 3 and six relations r = 6 is formulated as an open problem. We give here a complete answer to this question, namely for quadratic algebras with dimA_1 = dimA_2 = 3, we list all possible Hilbert series, and find out which of them can come from Koszul algebras, and which can not. As a consequence of this classification, we found an algebra, which serves as a counterexample to another problem from the same book [23] (Chapter 7, Sec. 1, Conjecture 2), saying that Koszul algebra of finite global homological dimension d has dimA_1 > d. Namely, the 3-generated algebra A given by relations xx + yx = xz = zy = 0 is Koszul and its Koszul dual algebra A^! has Hilbert series of degree 4: HA! (t) = 1 + 3t + 3t^2 + 2t^3 + t^4, hence A has global homological dimension 4.