The purposes of this study included conducting a meta-analysis and reviewing the study reporting quality of math interventions implemented in informal learning environments (e.g., the home) by children’s caregivers. This meta-analysis included 25 preschool to third-grade math interventions with 83 effect sizes that yielded a statistically significant summary effect (g = 0.26, 95% CI [0.07, 0.45) on children’s math achievement. Significant moderators of the treatment effect included the intensity of caregiver training and type of outcome measure. There were larger average effects for interventions with caregiver training that included follow-up support and for outcomes that were comprehensive early numeracy measures. Studies met 58.0% of reporting quality indicators, and analyses revealed that quality of reporting has improved in recent years. The results of this study offer several recommendations for researchers and practitioners, particularly given the growing evidence base of math interventions conducted in informal learning environments.
- Award ID(s):
- 1922697
- NSF-PAR ID:
- 10286315
- Date Published:
- Journal Name:
- Journal of Speech, Language, and Hearing Research
- Volume:
- 63
- Issue:
- 5
- ISSN:
- 1092-4388
- Page Range / eLocation ID:
- 1537 to 1560
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1044/2020_JSLHR-19-00167
