Children with and without access to a reading-focused Integrated Learning System (ILS) in their daily reading instruction were compared at three points (beginning, middle, end) through their kindergarten year on phonological awareness and concepts about print. The results demonstrated no significant differences in learning print concepts. However, repeated measures analysis of variance demonstrated that the children with access to the ILS in their classroom significantly outperformed the comparison group at the second and third testing sessions on phonological awareness, despite no group differences at baseline. The results are interpreted to support the assertion that ILSs can improve the emergent literacy process for young children, provided they are embedded in a sound reading curriculum that is directed by a committed and active reading teacher. Finally, differences between the present study and related investigations are discussed.
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