WWC review of this study

A curriculum supplement that integrates transmedia to promote early math learning: A randomized controlled trial of a PBS KIDS intervention. [PBS KIDS Transmedia Math Supplement vs. business as usual]

Rosenfeld, D., Dominguez, X., Llorente, C., Pasnik, S., Moorthy, S., Hupert, N., Gerard, S., & Vidiksis, R. (2019). Early Childhood Research Quarterly, 49, 241–253.

  • Randomized Controlled Trial
    , grade

Reviewed: April 2022

At least one finding shows strong evidence of effectiveness
At least one statistically significant positive finding
Meets WWC standards without reservations
Mathematics outcomes—Statistically significant positive effect found for the domain
Comparison Period Sample Intervention
Significant? Improvement

Supplement-Based Assessment

PBS KIDS Transmedia Math vs. Business as usual

0 Days

Full sample;
536 students





Research Based Early Mathematics Assessment (REMA short form)

PBS KIDS Transmedia Math vs. Business as usual

0 Days

Full sample;
550 students





Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Characteristics of study sample as reported by study author.

  • Female: 47%
    Male: 53%

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    California, New York
  • Race
    Other or unknown
  • Ethnicity
    Not Hispanic or Latino    


The study was conducted in preschool classrooms in New York City and the San Francisco Bay area.

Study sample

The following information reflects demographic information included in the study, which does not reflect the comparison condition. For the Transmedia intervention group, the mean age of students was 4.55 years, with 50% female; the race/ethnicity demographics are 0% Native American, 23% Asian or Pacific Islander, 9% Black or African American, 44% Hispanic/Latino, 1% White, and 3% mixed race; 20% of students have missing information. For the comparison condition, the mean age of students is 4.56 years, with 46% female; the race/ethnicity demographics are 0.3% Native American, 16% Asian or Pacific Islander, 13% Black or African American, 48% Hispanic/Latino, 1% White, and 3% mixed race; 18% of students have missing information.

Intervention Group

The PBS KIDS Transmedia Math supplement was implemented for 10 weeks, for 2.5 hours per week. Activities were grouped into 4 central experiences: Video Co-viewing, Challenge Game Play, Math Circle Routine, and Guided Book Reading. Videos and digital games were drawn from four PBS KIDS programs: Sid the Science Kid, Curious George, The Cat inthe Hat Knows a Lot About That!, and Dinosaur Train.

Comparison Group

Comparison condition teachers continued to provide the same learning opportunities as they had before the study; teachers continued to use their existing curricula and learning materials.

Support for implementation

Intervention group teachers received interactive whiteboards and laptop computers built specifically for preschool use. The research team provided on-demand technical support. Teachers received professional develop and coaching to aid with the integration of technology and media into mathematics instruction. At the beginning of the study, intervention teachers participated in a 7-hour orientation (split over 2 days). Teachers also received ongoing coaching for PBS KIDS Transmedia Math supplement implementation.


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