Earobics Literacy Launch (Step 1: Foundations) **retired by publisher
Overview
Focus
Specific Skills
- Auditory processing skills
- Phonemic awareness
- Phonics
Program Length
6 interactive games with more than 300 levels of play
Program Description
"Interactive software for PreK, kindergarten, and first grade students (ages 4-7) to build skills in phonemic awareness, auditory processing, and phonics, as well as the cognitive and language skills required for comprehension." Advertised as a program to be used at home, however, many studies used Earobics Step 1: Foundations as a supplemental classroom reading program or a supplemental program targeting auditory processing during speech-language therapy.. Note, Earobics has been discontinued by the Houghton Mifflin Harcourt publisher, but may still be available through third-party sellers.
Visit Program WebsiteDemographics & Delivery
Intended Population
- Any
Grade
- Pre-K
- Elementary School
Intended Group Size
- Individual
ELL/DLL
- Unspecified
Multisensory Applications
- No
Computer-Based Delivery
- Full
Scripted
- Instructor Scripted
Program Specifics
Comprehensive or Skill Specific
- Skill Specific
Placement Tests
- Yes
Accelerated Learning
- No
Assessment to Monitor Skills Mastery
- Yes
Error Correction Built In
- Yes
Fidelity Measures Provided by Publisher
- Unspecified
Research & Evaluation
Research Summary
Earobics was found to have positive effects on alphabetics and potentially positive effects on reading fluency. (WWC)
Study Citations
Anthony, J. L. (2016). For which children of economic disadvantage and in which instructional contexts does Earobics step 1 improve kindergarteners' literacy? Journal of Research on Educational Effectiveness, 9(1), 54-76. doi:10.1080/19345747.2015.1055637.
Gale, D. (2006). The effect of computer-delivered phonological awareness training on the early literacy skills of students identified as at-risk for reading failure (Unpublished doctoral dissertation). University of South Florida.
Tillman, P., Zahner, J. (n.d.) Computerized phonological awareness training in kindergarten students with speech-language impairments. Location: Penn State University.
Walcott, C. M., Marett, K., & Hessel, A. B. (2014). Effectiveness of a computer-assisted intervention for young children with attention and reading problems. Journal of Applied School Psychology, 30(2), 83-106. doi:10.1080/15377903.2013.874389
What Works Clearinghouse (WWC) Report
- Mixed effects
Evidence Base (ESSA)
- No studies met inclusion requirements
Evidence-Based Practice (EBP)
- Mixed evidence