Effects of Reading Picture Books on Kindergartners' Mathematics Performance

Autor/inn/en	van den Heuvel-Panhuizen, Marja; Elia, Iliada; Robitzsch, Alexander
Titel	Effects of Reading Picture Books on Kindergartners' Mathematics Performance
Quelle	In: Educational Psychology, 36 (2016) 2, S.323-346 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2014.963029
Schlagwörter	Picture Books; Kindergarten; Mathematics Achievement; Pretests Posttests; Control Groups; Experimental Groups; Comparative Analysis; Mathematics Skills; Intervention; Effect Size; Student Characteristics; Foreign Countries; Gender Differences; Age Differences; Language Usage; Socioeconomic Status; Language Skills; Netherlands + Suchen Sie Ihr Suchwort? Picture book; Bilderbuch; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics ability; Ausland; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Sprachgebrauch; Socio-economic status; Sozioökonomischer Status; Language skill; Sprachkompetenz; Niederlande
Abstract	This article describes a field experiment with a pretest-posttest control group design which investigated the potential of reading picture books to children for supporting their mathematical understanding. The study involved 384 children from 18 kindergarten classes in 18 schools in the Netherlands. During three months, the children in the nine experimental classes were read picture books. Data analysis revealed that, when controlled for relevant covariates, the picture book reading programme had a positive effect (d = 0.13) on kindergartners' mathematics performance as measured by a project test containing items on number, measurement and geometry. Compared to the increase from pretest to posttest in the control group, the increase in the experimental group was 22% larger. No significant differential intervention effects were found between subgroups based on kindergarten year, age, home language, socio-economic status and mathematics and language ability, but a significant intervention effect was found for girls and not for boys. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01