Promoting Broad and Stable Improvements in Low-Income Children's Numerical Knowledge through Playing Number Board Games [Number board games vs. color board games]
Ramani, Geetha B.; Siegler, Robert S. (2008). Child Development, v79 n2 p375-394. Retrieved from: https://eric.ed.gov/?id=EJ789398
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examining124Students, gradePK
Practice Guide
Review Details
Reviewed: January 2022
- Practice Guide (findings for Number board games)
- Randomized Controlled Trial
- Meets WWC standards without reservations because it is a randomized controlled trial with low attrition.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
Count-10 |
Number board games vs. Intervention |
0 Days |
Full sample: Number board game vs. color board game;
|
94.00 |
71.00 |
Yes |
|
|
|
|
Number line Estimation-Percent Absolute Error |
Number board games vs. Intervention |
0 Days |
Full sample: Number board game vs. color board game;
|
0.39 |
0.30 |
Yes |
|
|
|
|
Numerical Magnitude Comparison |
Number board games vs. Intervention |
0 Days |
Full sample: Number board game vs. color board game;
|
85.00 |
70.00 |
Yes |
|
|
|
|
Rote Counting |
Number board games vs. Intervention |
0 Days |
Full sample: Number board game vs. color board game;
|
9.90 |
8.40 |
Yes |
|
|
|
|
Numerical Identification |
Number board games vs. Intervention |
0 Days |
Full sample: Number board game vs. color board game;
|
8.20 |
6.30 |
Yes |
|
|
|
| Show Supplemental Findings | |||||||||
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Count-10 |
Number board games vs. Intervention |
9 Weeks |
Full sample: Number board game vs. color board game;
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97.00 |
77.00 |
Yes |
|
||
|
Numerical Identification |
Number board games vs. Intervention |
9 Weeks |
Full sample: Number board game vs. color board game;
|
8.70 |
6.60 |
Yes |
|
||
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Numerical Magnitude Comparison |
Number board games vs. Intervention |
9 Weeks |
Full sample: Number board game vs. color board game;
|
83.00 |
70.00 |
Yes |
|
||
|
Rote Counting |
Number board games vs. Intervention |
9 Weeks |
Full sample: Number board game vs. color board game;
|
9.90 |
8.60 |
Yes |
|
||
|
Number line Estimation-Percent Absolute Error |
Number board games vs. Intervention |
9 Weeks |
Full sample: Number board game vs. color board game;
|
0.34 |
0.29 |
Yes |
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Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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Female: 54%
Male: 46% -
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Pennsylvania
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Race Black 52% Other or unknown 6% White 41%
Study Details
Setting
The study sample includes children from 10 Head Start centers in Allegheny County, Pennsylvania.
Study sample
Of the 124 students in the analytic sample, approximately 54% were female, 52% were African American, 41% were White, and 6% were Asian, Hispanic, biracial or unknown. Ages ranged from 4.1 years to 5.4 years (M = 4.75 years, SD = 0.44 years). Information on financial position was omitted except to indicate that all participants met the income requirements for Head Start established by the Federal government for 2006 (e.g., for a family of three, annual income below $16,600).
Intervention Group
The intervention consisted of children playing a number board game with the experimenters that involved spinning a spinner and moving spaces according to whether the player correctly identified the number that they spun. Children met with experimenters individually for four 15-20 minute sessions over a 2 week period. The immediate post-test was given at the end of the 2 week intervention, and a follow up test was given 9 weeks after the intervention was completed.
Comparison Group
The comparison condition was identical to the intervention condition except that children played a color board game rather than a number board game.
Support for implementation
No specific supports for implementation of the intervention were discussed.
Teaching Math to Young Children
Review Details
Reviewed: November 2013
Teaching Math to Young Children Practice Guide- Randomized Controlled Trial
- Meets WWC standards without reservations
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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Female: 54%
Male: 46% -
Urban
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Race Black 52% Other or unknown 6% White 42%
Developing Effective Fractions Instruction for Kindergarten Through 8th Grade
Review Details
Reviewed: September 2010
- Randomized Controlled Trial
- Meets WWC standards without reservations
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
-
Female: 54%
Male: 46% -
Urban
-
Race Black 52% Other or unknown 6% White 42%
Promoting Broad and Stable Improvements in Low-Income Children's Numerical Knowledge through Playing Number Board Games
Review Details
Reviewed: August 2008
- Quick Review (81 KB) (findings for Playing Number Board Games)
- Randomized Controlled Trial
- Meets WWC standards without reservations
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
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Number Line Estimation: Linearity |
Playing Number Board Games vs. Other board game |
Posttest |
Overall;
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0.46 |
0.16 |
Yes |
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Number Line Estimation: Slope |
Playing Number Board Games vs. Other board game |
Posttest |
Overall;
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0.65 |
0.17 |
Yes |
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Magnitude Comparison |
Playing Number Board Games vs. Other board game |
Posttest |
Overall;
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0.85 |
0.70 |
Yes |
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Numerical Identification |
Playing Number Board Games vs. Other board game |
9 week followup |
Overall;
|
8.70 |
6.60 |
Yes |
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|
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Magnitude Comparison |
Playing Number Board Games vs. Other board game |
9 week followup |
Overall;
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0.83 |
0.70 |
Yes |
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Counting |
Playing Number Board Games vs. Other board game |
Posttest |
Overall;
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9.90 |
8.40 |
Yes |
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|
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Numerical Identification |
Playing Number Board Games vs. Other board game |
Posttest |
Overall;
|
8.20 |
6.30 |
Yes |
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|
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Counting |
Playing Number Board Games vs. Other board game |
9 week followup |
Overall;
|
9.90 |
8.60 |
Yes |
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Number Line Estimation: Slope |
Playing Number Board Games vs. Other board game |
9 week followup |
Overall;
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0.48 |
0.19 |
Yes |
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Number Line Estimation: Linearity |
Playing Number Board Games vs. Other board game |
9 week followup |
Overall;
|
0.34 |
0.18 |
Yes |
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Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
-
Female: 54%
Male: 46% -
Urban
-
Race Black 53% White 41%
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.
A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
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A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
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Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
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non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).