Developing Early Literacy: NELP Report, Ch. 3 - Impact of Code-Focused Interventions on Young Children's Early Literacy Skills - Lonigan, C. J.; Schatschneider, C.; Westberg, L.; the National Early Literacy Panel (2008)
meta-analysis; evidence grade C

Phonemic Awareness Instruction Helps Children Learn to Read: Evidence From the NRP's Meta-Analysis - Ehri, L. C.; Nunes, S. R.; Willows, D. M.; et al. (2001)
meta-analysis; evidence grade C

The Causal Role of Phoneme Awareness and Letter-Sound Knowledge in Learning to Read: Combining Intervention Studies With Mediation Analyses - Hulme, C.; Bowyer-Crane, C.; Carroll, J. M.; Duff, F. J.; Snowling, M. J. (2012)
rct; evidence grade B

A Meta-Analysis on the Optimal Cumulative Dosage of Early Phonemic Awareness Instruction - Erbeli, F.; Rice, M.; Xu, Y.; Bishop, M. E.; Goodrich, J. M. (2024)
meta-analysis; evidence grade C

Is Phonological-Only Instruction Helpful for Reading? A Meta-Analysis - Stalega, M. W.; Kearns, D. M.; Bourget; et al. (2024)
meta-analysis; evidence grade C

Phonological Skills and Their Role in Learning to Read: A Meta-Analytic Review - Melby-Lervag, M.; Lyster; S.-A., H.; Hulme, C. (2012)
meta-analysis; evidence grade D