Project Activities
A randomized control trial will be used to study the efficacy of the Pre-K Mathematics Tutorial and Pre-K Mathematics Tutorial plus attention training interventions. Children in Texas and California who are identified as low performing in mathematics and most at risk for mathematical difficulties in later grades will be randomly assigned to one of three conditions: Pre-K Mathematics Tutorial, Pre-K Mathematics Tutorial plus attention training, or a business-as-usual control condition. Children will be assessed pre-intervention, immediately after intervention, and in kindergarten. A series of data analysis techniques will be used to estimate the effects of both interventions on children's mathematics, attention, working memory, and beginning literacy outcomes at the end of preschool and kindergarten.
Structured Abstract
Setting
The research project will take place in state-funded preschool classrooms in Texas and California.
Sample
Approximately 528 children from 88 preschool classrooms will participate in this research. The children will be low performing in mathematics and most at risk for mathematical difficulties in later grades.
Research design and methods
A randomized control trial will be used to study the efficacy of the Pre-K Mathematics Tutorial and Pre-K Mathematics Tutorial plus attention training interventions. Children who are identified as low performing in mathematics and most at risk for mathematical difficulties in later grades will be randomly assigned to one of three conditions: Pre-K Mathematics Tutorial, Pre-K Mathematics Tutorial plus attention training, or a business-as-usual control condition. Children will be assessed pre-intervention, immediately after intervention, and in kindergarten. Information on the fidelity of intervention implementation will be collected.
Control condition
Children who receive the business-as-usual condition will be provided with instruction typically provided by the schools.
Key measures
Key outcomes include measures of mathematics, attention, working memory, and beginning literacy. Ratings will be completed by the teacher on children's focused attention, inhibition of behaviors, and impulsivity. The researchers will also collect data on teacher practices, including the amount of classroom time devoted to mathematics, fidelity of implementation, and treatment dosage.
Data analytic strategy
A series of data analysis techniques, including multi-level modeling, will be used to estimate the effects of Pre-K Mathematics Tutorial and Pre-K Mathematics Tutorial plus attention training on children's mathematics, attention, working memory, and beginning literacy outcomes at the end of preschool and kindergarten. Additional analyses will be conducted to determine variables that may influence the strength of the relation between the interventions and child outcomes. Finally, potential profiles will be modeled to determine whether some children respond to the interventions differentially within the domain of mathematics rather than generally across the domain.
People and institutions involved
IES program contact(s)
Products and publications
Products: The products of this project will be published reports on the efficacy of the Pre-K Mathematics Tutorial and the Pre-K Mathematics Tutorial plus attention training for improving the mathematics, attention, working memory, and beginning literacy outcomes of preschoolers most at risk for failure in mathematics.
Journal article, monograph, or newsletter
Barnes, M.A., Klein, A., Swank, P., McCandliss, B., Starkey, P., Flynn, K., Zucker, T., Fall, A-M., and Roberts, G. (2016). Effects of Tutorial Interventions in Mathematics and Attention for Low-Performing Preschool Children. Journal of Research on Educational Effectiveness, 9(4): 577-606. doi:10.1080/19345747.2016.1191575
Peng, P., Namkung, J., Barnes, M., and Sun, C. Y. (2016). A Meta-Analysis of Mathematics and Working Memory: Moderating Effects of Working Memory Domain, Type of Mathematics Skill, and Sample Characteristics. Journal of Educational Psychology, 108(94): 455-473. doi:10.1037/edu0000079
Additional project information
Previous award details:
Previous award number:
R324A110270
Supplemental information
Pre-K Mathematics Tutorial. Pre-K Mathematics Tutorial is adapted from a mathematics curriculum, Pre-K Mathematics, which has evidence of efficacy for improving mathematics outcomes of low-performing preschool children. Pre-K Mathematics Tutorial is a year-long program comprised of 21 scripted activities that will be delivered in small, ability-matched groups by a tutor outside of the classroom for 4 days a week (15–20 minutes per session). Children's progress within the small group will be monitored frequently, and difficulty levels of the activities can be adjusted as needed. Once a week, the children will use games also used in the attention training intervention described below. However, the children will not receive explicit training designed to improve their attention skills.
Pre-K Mathematics Tutorial plus attention training. Children receiving the Pre-K Mathematics Tutorial plus attention training will participate in Pre-K Mathematics Tutorial 4 days a week. Once a week, the children will also receive attention training which involves computer-based activities designed to reinforce and challenge their ability to sustain attention and resolve conflict. Each attention training session lasts between 15 and 20 minutes, and sessions can be adapted based on a child's individual progress.
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
