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Meta-Analyses and Narrative Review of Home-Based Interventions to Improve Literacy and Mathematics Outcomes for Children between the Ages of 3 and 5 Years Old

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Title: Meta-Analyses and Narrative Review of Home-Based Interventions to Improve Literacy and Mathematics Outcomes for Children between the Ages of 3 and 5 Years Old
Language: English
Authors: Abbie Cahoon (ORCID 0000-0001-7587-6670), Carolina Jiménez Lira, Nancy Estévez Pérez, Elia Veronica Benavides Pando, Yanet Campver García, Daniela Susana Paz García (ORCID 0000-0003-1940-4905), Victoria Simms (ORCID 0000-0001-5664-6810)
Source: Review of Educational Research. 2024 94(6):803-842.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 40
Publication Date: 2024
Document Type: Journal Articles
Information Analyses
Reports - Research
Descriptors: Meta Analysis, Preschool Children, Early Intervention, Mathematics Education, Home Programs, Mathematics Instruction, Instructional Effectiveness, Numeracy
DOI: 10.3102/00346543231212491
ISSN: 0034-6543
1935-1046
Abstract: The purpose of these meta-analyses was to examine the effectiveness of home-based interventions aimed at improving literacy and mathematics outcomes for preschool-age children (mean age = 4.29 years; range = 3.07-5.32 years) and to develop an understanding of what home-based interventions work in different contexts. A total of 32 studies met the inclusion criteria for these meta-analyses; 30 studies included sufficient data for inclusion in the meta-analyses, and two studies did not contain sufficient quantitative data and instead were summarized in a narrative review. The average weighted effect size for interventions with literacy (d = 0.10; CI = [-0.17, 0.38]; n = 27) and mathematical outcomes (d = 0.18; CI = [-1.62, 1.99]; n = 8) were minimal. Hence, these meta-analyses showed that home-based interventions had minimal effect on literacy and mathematical outcomes for preschoolers. There were more home-based interventions with literacy (N = 28) than mathematical outcomes (N = 10). The heterogeneity showed no variability, indicating that all intervention impacted on children's outcomes to similar effect. Overall, many interventions were relatively light touch (i.e., time spent engaging in parent training), and the engagement requirement of the parent in some studies was minimal (e.g., reading a short text message). More in-depth research into the components of interventions (e.g., focus, training approaches) and evaluation of interventions before they are implemented is essential for ensuring that early interventions will be effective and lead to the development of the intended skills.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1447448
Database: ERIC
FullText Text:
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  Data: Meta-Analyses and Narrative Review of Home-Based Interventions to Improve Literacy and Mathematics Outcomes for Children between the Ages of 3 and 5 Years Old
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  Data: <searchLink fieldCode="AR" term="%22Abbie+Cahoon%22">Abbie Cahoon</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7587-6670">0000-0001-7587-6670</externalLink>)<br /><searchLink fieldCode="AR" term="%22Carolina+Jiménez+Lira%22">Carolina Jiménez Lira</searchLink><br /><searchLink fieldCode="AR" term="%22Nancy+Estévez+Pérez%22">Nancy Estévez Pérez</searchLink><br /><searchLink fieldCode="AR" term="%22Elia+Veronica+Benavides+Pando%22">Elia Veronica Benavides Pando</searchLink><br /><searchLink fieldCode="AR" term="%22Yanet+Campver+García%22">Yanet Campver García</searchLink><br /><searchLink fieldCode="AR" term="%22Daniela+Susana+Paz+García%22">Daniela Susana Paz García</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1940-4905">0000-0003-1940-4905</externalLink>)<br /><searchLink fieldCode="AR" term="%22Victoria+Simms%22">Victoria Simms</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5664-6810">0000-0001-5664-6810</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Review+of+Educational+Research%22"><i>Review of Educational Research</i></searchLink>. 2024 94(6):803-842.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 40
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  Data: Journal Articles<br />Information Analyses<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Meta+Analysis%22">Meta Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Intervention%22">Early Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Home+Programs%22">Home Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Numeracy%22">Numeracy</searchLink>
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  Data: 10.3102/00346543231212491
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  Data: 0034-6543<br />1935-1046
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  Data: The purpose of these meta-analyses was to examine the effectiveness of home-based interventions aimed at improving literacy and mathematics outcomes for preschool-age children (mean age = 4.29 years; range = 3.07-5.32 years) and to develop an understanding of what home-based interventions work in different contexts. A total of 32 studies met the inclusion criteria for these meta-analyses; 30 studies included sufficient data for inclusion in the meta-analyses, and two studies did not contain sufficient quantitative data and instead were summarized in a narrative review. The average weighted effect size for interventions with literacy (d = 0.10; CI = [-0.17, 0.38]; n = 27) and mathematical outcomes (d = 0.18; CI = [-1.62, 1.99]; n = 8) were minimal. Hence, these meta-analyses showed that home-based interventions had minimal effect on literacy and mathematical outcomes for preschoolers. There were more home-based interventions with literacy (N = 28) than mathematical outcomes (N = 10). The heterogeneity showed no variability, indicating that all intervention impacted on children's outcomes to similar effect. Overall, many interventions were relatively light touch (i.e., time spent engaging in parent training), and the engagement requirement of the parent in some studies was minimal (e.g., reading a short text message). More in-depth research into the components of interventions (e.g., focus, training approaches) and evaluation of interventions before they are implemented is essential for ensuring that early interventions will be effective and lead to the development of the intended skills.
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        Value: 10.3102/00346543231212491
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      – Text: English
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        PageCount: 40
        StartPage: 803
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      – SubjectFull: Meta Analysis
        Type: general
      – SubjectFull: Preschool Children
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      – SubjectFull: Early Intervention
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      – SubjectFull: Mathematics Education
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      – SubjectFull: Home Programs
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      – SubjectFull: Numeracy
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      – TitleFull: Meta-Analyses and Narrative Review of Home-Based Interventions to Improve Literacy and Mathematics Outcomes for Children between the Ages of 3 and 5 Years Old
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