Links between the development of early literacy and math skills are well documented. This systematic review focuses on how literacy is incorporated into informal math intervention studies for children in preschool to third grade, which has implications for researchers and those training caregivers to support their children at home. We reviewed 51 experimental or quasi‐experimental studies published from 1981 to 2021 that investigated the effectiveness of math interventions in informal learning environments with a caregiver interventionist. Findings revealed that 100% of studies included literacy in some way. We also investigated what types of literacy activities were integrated, how literacy was a part of data sources collected, and in what ways literacy was mentioned explicitly by authors in research reports. The most common literacy activity was speaking and listening, and the most frequently included literacy data source was standardized literacy achievement measures. Finally, researchers in the included studies did not detail literacy throughout their research reports. While early math interventions often integrate literacy, the research base including math interventions would benefit from more explicit rationales for their use of literacy, and caregivers should be provided information to help understand how literacy should be a part of the way they work with their child on math at home.
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.
more » « less- Award ID(s):
- 2313440
- PAR ID:
- 10402415
- Publisher / Repository:
- DOI PREFIX: 10.3102
- Date Published:
- Journal Name:
- Review of Educational Research
- Volume:
- 94
- Issue:
- 1
- ISSN:
- 0034-6543
- Format(s):
- Medium: X Size: p. 112-152
- Size(s):
- p. 112-152
- Sponsoring Org:
- National Science Foundation
More Like this
-
more » « less
Abstract -
Recent meta-analyses have demonstrated a significant association between children’s early math achievement and their experiences with math at home, including their caregivers’ talk about math. However, few studies have investigated the relations between caregiver math talk and children’s learning with experimental designs. Eighty-six children (M = 5.0 years) and their caregivers were randomly assigned to play either a numeracy or a shape card game at home for six weeks. Data were collected on children’s number and shape knowledge and families’ math talk during gameplay. There was substantial participant attrition (42% did not return completed materials), however, both an intent-to-treat analysis of the sample that received study materials and a subgroup analysis of study completers showed that children who played the shape game significantly improved their shape naming and matching skills relative to children who played the number game. Children who played the number game did not significantly improve their numerical skills relative to children who played the shape game. Mathematical talk during gameplay varied between families but was correlated over time within families. Caregivers’ and children’s talk about matching cards by shape or color predicted children’s learning from the shape game. The results suggest that despite receiving uniform instructions and materials, there was significant variability in children’s home math experiences that predicted their learning from the card game.more » « less
-
Silva, Daniel de (Ed.)more » « less
Quantitatively summarizing results from a collection of primary studies with meta-analysis can help answer ecological questions and identify knowledge gaps. The accuracy of the answers depends on the quality of the meta-analysis. We reviewed the literature assessing the quality of ecological meta-analyses to evaluate current practices and highlight areas that need improvement. From each of the 18 review papers that evaluated the quality of meta-analyses, we calculated the percentage of meta-analyses that met criteria related to specific steps taken in the meta-analysis process (i.e., execution) and the clarity with which those steps were articulated (i.e., reporting). We also re-evaluated all the meta-analyses available from Pappalardo et al. [1] to extract new information on ten additional criteria and to assess how the meta-analyses recognized and addressed non-independence. In general, we observed better performance for criteria related to reporting than for criteria related to execution; however, there was a wide variation among criteria and meta-analyses. Meta-analyses had low compliance with regard to correcting for phylogenetic non-independence, exploring temporal trends in effect sizes, and conducting a multifactorial analysis of moderators (i.e., explanatory variables). In addition, although most meta-analyses included multiple effect sizes per study, only 66% acknowledged some type of non-independence. The types of non-independence reported were most often related to the design of the original experiment (e.g., the use of a shared control) than to other sources (e.g., phylogeny). We suggest that providing specific training and encouraging authors to follow the PRISMA EcoEvo checklist recently developed by O’Dea et al. [2] can improve the quality of ecological meta-analyses.
-
Differences in children’s mathematics knowledge are evident at kindergarten entry, favoring children who have greater access to economic resources. Fostering preschoolers’ mathematics learning at home and in classroom settings, through games and other developmentally appropriate activities, is of great interest to educators, early childhood leaders, and policymakers. This cluster randomized trial examined the ef- fects of a naturalistic, game-based mathematics intervention implemented in Head Start classrooms and examined whether including a family math component added value. A total of 573 children (64% His- panic; 60% multilingual) were included from 66 classrooms which were randomly assigned to Classroom Math (CM), Classroom Math + Family Math (CM+FM), or business-as-usual (BAU). Results indicated that the family math component did add value to the classroom-based intervention as CM+FM resulted in a significant positive impact on children’s mathematics knowledge relative to BAU, but CM alone did not. For preschoolers age 50+ months, both interventions had significant effects on children’s mathemat- ics knowledge relative to BAU, but CM+FM had a stronger effect (d = .36). The number of math games played was significantly associated with higher mathematics scores and the number of family math mini- books returned had a significant impact on children’s spring scores, over and above the number of games played. The CM+FM intervention also had a significant effect on teachers’ instructional practice (d =.79). Adding a family math component to a game-based classroom intervention resulted in positive impacts for preschoolers and seems to be an effective, ecologically valid intervention that fosters early mathematical competencies.more » « less
-
null (Ed.)Purpose This study synthesized effects of interventions on language outcomes of young children (ages 0–8 years) with autism and evaluated the extent to which summary effects varied by intervention, participant, and outcome characteristics. Method A subset of effect sizes gathered for a larger meta-analysis (the Autism Intervention Meta-analysis or Project AIM) examining the effects of interventions for young children with autism, which were specific to language outcomes, was analyzed. Robust variance estimation and metaregression were used to calculate summary and moderated effects while controlling for intercorrelation among outcomes within studies. Results A total of 221 outcomes were gathered from 60 studies. The summary effect of intervention on language outcomes was small but significant. Summary effects were larger for expressive and composite language outcomes compared to receptive language outcomes. Interventions implemented by clinicians, or by clinicians and caregivers together, had summary effects that were significantly larger than interventions implemented by caregivers alone. Participants' pretreatment language age equivalent scores positively and significantly moderated intervention effects, such that effects were significantly larger on average when samples of children had higher pretreatment language levels. Effects were not moderated by cumulative intervention intensity, intervention type, autism symptomatology, chronological age, or the proximity or boundedness of outcomes. Study quality concerns were apparent for a majority of included outcomes. Conclusions We found evidence that intervention can facilitate improvements in language outcomes for young children with autism. Effects were largest for expressive and composite language outcomes, for children with initially higher language abilities, and for interventions implemented by clinicians or by caregivers and clinicians combined. However, quality concerns of included studies and borderline significance of some results temper our conclusions regarding intervention effectiveness and corresponding moderators.more » « less
