Brady, S., Fowler, A., Stone, B., & Winbury, N. (1994). Training phonological awareness: A study with inner-city kindergarten children. Annals of Dyslexia, 44, 27-59. Sescription of subjects   Sixty-one kindergarten students from inner-city public schools participated in this project. Twenty-four students were in the training group and thirty-seven students were involved in the control group. The mean age of the kindergarten students at the beginning of the study was 5 years, 4 months. Description of methodology   The study consisted of three different components. The first component consisted of Phase I; phonological awareness above the level of the phoneme. Phase I training consisted of rhyming, segmentation, categorization, and identification activities. This component involved four weeks of training; three days a week for twenty minute sessions.   Phase II was described as isolating the phoneme. This training lasted for five weeks; three times a week for twenty minute sessions. This phase focused on articulation. Representing the internal structure of the syllable was phase III. This phase lasted for six week. Students received training three times a week for twenty minute sessions.   "The final phase of the training program focused on the overall internal structure of the syllable. This portion of the training program was based on the 'say it and move it' procedure" (p. 37). Summary of findings The phonological awareness training group made significant gains in phonological awareness compared to the control group. The training group performed significantly better on the Word Identification subtest than did the children from the kindergarten control classes (p. 47). Effective Instructional Practice Criteria Level 1 Yes 1 The practice has a clearly stated philosophy and outcome. Yes 2 The target population is well-defined. Yes 3 The activities are defined and based on theory or appropriate research. No 4 The practice has considered involvement of parents, business, or community representatives, if appropriate. No 5 The practice has replicable materials. Yes 6 Anticipated outcomes of implementation are well-defined. Yes 7 The practice contains a set of procedures that can be replicated. Yes 8 There are indicators/evidence of improved student outcomes. No 9 There is a plan for providing follow-up activities. No 10 There is a plan to evaluate practice effectiveness. Yes 11 The practice may be evaluated on stated outcomes or objectives. Yes 12 The practice supports the Sunshine State Standards or other Florida accountability efforts.