An Evaluation of the Incremental Impact of Math Intervention on Early Literacy Performance

Autor/inn/en	Nelson, Peter M.; Klingbeil, David A.; Parker, David C.
Titel	An Evaluation of the Incremental Impact of Math Intervention on Early Literacy Performance
Quelle	In: Psychology in the Schools, 58 (2021) 3, S.431-442 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nelson, Peter M.) ORCID (Klingbeil, David A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22455
Schlagwörter	Program Evaluation; Program Effectiveness; Intervention; Mathematics Instruction; Literacy Education; Young Children; Preschool Education; Academic Achievement + Suchen Sie Ihr Suchwort? Programme evaluation; Programmevaluation; Mathematics lessons; Mathematikunterricht; Frühe Kindheit; Pre-school education; Vorschulerziehung; Schulleistung
Abstract	This study examined spring literacy scores among at-risk prekindergarten students exposed to supplemental support solely in literacy or a combination of literacy and math. Propensity scores were used to match students receiving combined support (n = 39) with an equivalent number of students receiving only literacy tutoring. Students were matched using fall math scores and fall literacy scores. After confirming baseline equivalence, we used a multilevel model to evaluate the association between support type and spring literacy scores, controlling for fall literacy scores, fall numeracy scores, and the total number of intervention sessions completed. In addition to a significant and positive association between fall and spring scores, students who received support in both literacy and math scored significantly better on the spring literacy assessment. More specifically, participating in both literacy and math support was associated with a 23.81 increase in spring literacy scores relative to participating in literacy support alone, explaining 5% of the student-level variance. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01