Tracing Phonological Processing Skill in Early Childhood Through iSAT

The current study is situated in a city where English is the second language in school. A two-group intervention was conducted in a kindergarten. The experimental group of learners was given computer-assisted intervention in phonological processing skill and the control group had traditional (pencil-andpaper) training on phonological processing skill. This paper reports the performance of those early learners across two phonological detection tests and explicates their performance patterns using the iSAT tool and its associated analysis method. The results showed that children in the experimental group outperformed than those in the control group during posttest and retention test which were assessed immediately after the intervention and 10 weeks after the intervention. This suggests the superior effect of using computer-assisted intervention on improving young learners' phonological detection ability.