Engaging Caregivers and Children in Picture Books: A Family-Implemented Mathematical Language Intervention
The goal of this study was to evaluate immediate and delayed effects of a caregiver-implemented picture book intervention to support children's mathematical language and numeracy skills. Eighty-four 3- to 5-year-olds (Mage = 4.14) were randomly assigned to intervention (n = 40) or active contro...
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| Veröffentlicht in: | Journal of educational psychology 2021-10, Vol.113 (7), p.1338-1353 |
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| creator | Purpura, David J. Schmitt, Sara A. Napoli, Amy R. Dobbs-Oates, Jennifer King, Yemimah A. Hornburg, Caroline Byrd Westerberg, Lauren Borriello, Giulia A. Bryant, Lindsey M. Anaya, Laura Y. Kung, Melody Litkowski, Ellen Lin, Joyce Rolan, Emily |
| description | The goal of this study was to evaluate immediate and delayed effects of a caregiver-implemented picture book intervention to support children's mathematical language and numeracy skills. Eighty-four 3- to 5-year-olds (Mage = 4.14) were randomly assigned to intervention (n = 40) or active control (n = 44) conditions. Participants in the intervention condition received three researcher-designed picture books with embedded mathematical language content. The active control group received similar books without mathematical language content. All families were asked to read each book a total of four times over 4 weeks (a total of 12 reading sessions). Children were pretested, posttested, and delayed (8 weeks) posttested on mathematical language and numeracy. The intervention resulted in significant positive effects on mathematical language and numeracy at the posttest. At delayed posttest, the mathematical language effects were not statistically significant, but the numeracy effects persisted. However, when only examining the quantitative language items that aligned with the intervention, the effects of the intervention were significant at both immediate and delayed posttests. Findings suggest picture book interventions can have positive impacts on children's early skills.
Educational Impact and Implications StatementSupporting children's mathematical language and numeracy development is important for their success in later mathematics. The findings from this study demonstrate that caregivers reading a set of books with embedded mathematical language to their children over the course of 4 weeks can have strong and persistent effects on children's mathematical language and numeracy skills. |
| doi_str_mv | 10.1037/edu0000662 |
| format | Article |
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Educational Impact and Implications StatementSupporting children's mathematical language and numeracy development is important for their success in later mathematics. The findings from this study demonstrate that caregivers reading a set of books with embedded mathematical language to their children over the course of 4 weeks can have strong and persistent effects on children's mathematical language and numeracy skills.</description><identifier>ISSN: 0022-0663</identifier><identifier>EISSN: 1939-2176</identifier><identifier>DOI: 10.1037/edu0000662</identifier><language>eng</language><publisher>Washington: American Psychological Association</publisher><subject>Caregivers ; Children & youth ; Childrens picture books ; Control Groups ; Early Intervention ; Effects ; Executive Function ; Family ; Female ; Grandparents ; Human ; Intervention ; Language ; Male ; Mathematical Ability ; Mathematics education ; Mathematics Skills ; Numeracy ; Parent Role ; Parents ; Pictorial Stimuli ; Picture Books ; Preschool Children ; Program Effectiveness ; Reading ; Teaching Methods ; Vocabulary Development</subject><ispartof>Journal of educational psychology, 2021-10, Vol.113 (7), p.1338-1353</ispartof><rights>2021 American Psychological Association</rights><rights>2021, American Psychological Association</rights><rights>Copyright American Psychological Association Oct 2021</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a347t-1ae855a495ae5490be9344f948612b55944a75f4907af490866f13ed2c0316583</citedby><orcidid>0000-0003-4332-9132 ; 0000-0002-3376-0896 ; 0000-0002-1215-2672 ; 0000-0001-9563-859X ; 0000-0002-9045-8757 ; 0000-0003-1374-8256 ; 0000-0002-9451-6563 ; 0000-0001-8037-2266</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,778,782,27907,27908</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1318762$$DView record in ERIC$$Hfree_for_read</backlink></links><search><contributor>Kendeou, Panayiota</contributor><creatorcontrib>Purpura, David J.</creatorcontrib><creatorcontrib>Schmitt, Sara A.</creatorcontrib><creatorcontrib>Napoli, Amy R.</creatorcontrib><creatorcontrib>Dobbs-Oates, Jennifer</creatorcontrib><creatorcontrib>King, Yemimah A.</creatorcontrib><creatorcontrib>Hornburg, Caroline Byrd</creatorcontrib><creatorcontrib>Westerberg, Lauren</creatorcontrib><creatorcontrib>Borriello, Giulia A.</creatorcontrib><creatorcontrib>Bryant, Lindsey M.</creatorcontrib><creatorcontrib>Anaya, Laura Y.</creatorcontrib><creatorcontrib>Kung, Melody</creatorcontrib><creatorcontrib>Litkowski, Ellen</creatorcontrib><creatorcontrib>Lin, Joyce</creatorcontrib><creatorcontrib>Rolan, Emily</creatorcontrib><title>Engaging Caregivers and Children in Picture Books: A Family-Implemented Mathematical Language Intervention</title><title>Journal of educational psychology</title><description>The goal of this study was to evaluate immediate and delayed effects of a caregiver-implemented picture book intervention to support children's mathematical language and numeracy skills. Eighty-four 3- to 5-year-olds (Mage = 4.14) were randomly assigned to intervention (n = 40) or active control (n = 44) conditions. Participants in the intervention condition received three researcher-designed picture books with embedded mathematical language content. The active control group received similar books without mathematical language content. All families were asked to read each book a total of four times over 4 weeks (a total of 12 reading sessions). Children were pretested, posttested, and delayed (8 weeks) posttested on mathematical language and numeracy. The intervention resulted in significant positive effects on mathematical language and numeracy at the posttest. At delayed posttest, the mathematical language effects were not statistically significant, but the numeracy effects persisted. However, when only examining the quantitative language items that aligned with the intervention, the effects of the intervention were significant at both immediate and delayed posttests. Findings suggest picture book interventions can have positive impacts on children's early skills.
Educational Impact and Implications StatementSupporting children's mathematical language and numeracy development is important for their success in later mathematics. The findings from this study demonstrate that caregivers reading a set of books with embedded mathematical language to their children over the course of 4 weeks can have strong and persistent effects on children's mathematical language and numeracy skills.</description><subject>Caregivers</subject><subject>Children & youth</subject><subject>Childrens picture books</subject><subject>Control Groups</subject><subject>Early Intervention</subject><subject>Effects</subject><subject>Executive Function</subject><subject>Family</subject><subject>Female</subject><subject>Grandparents</subject><subject>Human</subject><subject>Intervention</subject><subject>Language</subject><subject>Male</subject><subject>Mathematical Ability</subject><subject>Mathematics education</subject><subject>Mathematics Skills</subject><subject>Numeracy</subject><subject>Parent Role</subject><subject>Parents</subject><subject>Pictorial Stimuli</subject><subject>Picture Books</subject><subject>Preschool Children</subject><subject>Program Effectiveness</subject><subject>Reading</subject><subject>Teaching Methods</subject><subject>Vocabulary Development</subject><issn>0022-0663</issn><issn>1939-2176</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2021</creationdate><recordtype>article</recordtype><recordid>eNp9kEFv1DAQhS0EEkvhwr2SJW5IaT2xncTcymrbLloEBzhb02SSekmcYCeV9t_X20Xl1jnMaOZ9eiM9xj6CuAAhy0tqFpGqKPJXbAVGmiyHsnjNVkLkeZbu8i17F-M-MTItK7bf-A475zu-xkCde6AQOfqGr-9d3wTy3Hn-09XzEoh_Hcc_8Qu_4tc4uP6QbYepp4H8TA3_jvM9DTi7Gnu-Q98t2BHfJi08JMKN_j1702If6cO_ecZ-X29-rW-z3Y-b7fpql6FU5ZwBUqU1KqORtDLijoxUqjWqKiC_09oohaVuk1LisVdF0YKkJq-FhEJX8ox9OvlOYfy7UJztflyCTy9tXgAYMEqYFykNeSVLI2WiPp-oOowxBmrtFNyA4WBB2GPi9n_iCT4_wRRc_QxuvoGEqnzSs5OOE9opHmoMKa6eYr2ElPR89LIA0pYWpKzkI0dGiwA</recordid><startdate>20211001</startdate><enddate>20211001</enddate><creator>Purpura, David J.</creator><creator>Schmitt, Sara A.</creator><creator>Napoli, Amy R.</creator><creator>Dobbs-Oates, Jennifer</creator><creator>King, Yemimah A.</creator><creator>Hornburg, Caroline Byrd</creator><creator>Westerberg, Lauren</creator><creator>Borriello, Giulia A.</creator><creator>Bryant, Lindsey M.</creator><creator>Anaya, Laura Y.</creator><creator>Kung, Melody</creator><creator>Litkowski, Ellen</creator><creator>Lin, Joyce</creator><creator>Rolan, Emily</creator><general>American Psychological Association</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7RZ</scope><scope>PSYQQ</scope><orcidid>https://orcid.org/0000-0003-4332-9132</orcidid><orcidid>https://orcid.org/0000-0002-3376-0896</orcidid><orcidid>https://orcid.org/0000-0002-1215-2672</orcidid><orcidid>https://orcid.org/0000-0001-9563-859X</orcidid><orcidid>https://orcid.org/0000-0002-9045-8757</orcidid><orcidid>https://orcid.org/0000-0003-1374-8256</orcidid><orcidid>https://orcid.org/0000-0002-9451-6563</orcidid><orcidid>https://orcid.org/0000-0001-8037-2266</orcidid></search><sort><creationdate>20211001</creationdate><title>Engaging Caregivers and Children in Picture Books: A Family-Implemented Mathematical Language Intervention</title><author>Purpura, David J. ; Schmitt, Sara A. ; Napoli, Amy R. ; Dobbs-Oates, Jennifer ; King, Yemimah A. ; Hornburg, Caroline Byrd ; Westerberg, Lauren ; Borriello, Giulia A. ; Bryant, Lindsey M. ; Anaya, Laura Y. ; Kung, Melody ; Litkowski, Ellen ; Lin, Joyce ; Rolan, Emily</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-a347t-1ae855a495ae5490be9344f948612b55944a75f4907af490866f13ed2c0316583</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2021</creationdate><topic>Caregivers</topic><topic>Children & youth</topic><topic>Childrens picture books</topic><topic>Control Groups</topic><topic>Early Intervention</topic><topic>Effects</topic><topic>Executive Function</topic><topic>Family</topic><topic>Female</topic><topic>Grandparents</topic><topic>Human</topic><topic>Intervention</topic><topic>Language</topic><topic>Male</topic><topic>Mathematical Ability</topic><topic>Mathematics education</topic><topic>Mathematics Skills</topic><topic>Numeracy</topic><topic>Parent Role</topic><topic>Parents</topic><topic>Pictorial Stimuli</topic><topic>Picture Books</topic><topic>Preschool Children</topic><topic>Program Effectiveness</topic><topic>Reading</topic><topic>Teaching Methods</topic><topic>Vocabulary Development</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Purpura, David J.</creatorcontrib><creatorcontrib>Schmitt, Sara A.</creatorcontrib><creatorcontrib>Napoli, Amy R.</creatorcontrib><creatorcontrib>Dobbs-Oates, Jennifer</creatorcontrib><creatorcontrib>King, Yemimah A.</creatorcontrib><creatorcontrib>Hornburg, Caroline Byrd</creatorcontrib><creatorcontrib>Westerberg, Lauren</creatorcontrib><creatorcontrib>Borriello, Giulia A.</creatorcontrib><creatorcontrib>Bryant, Lindsey M.</creatorcontrib><creatorcontrib>Anaya, Laura Y.</creatorcontrib><creatorcontrib>Kung, Melody</creatorcontrib><creatorcontrib>Litkowski, Ellen</creatorcontrib><creatorcontrib>Lin, Joyce</creatorcontrib><creatorcontrib>Rolan, Emily</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>APA PsycArticles®</collection><collection>ProQuest One Psychology</collection><jtitle>Journal of educational psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Purpura, David J.</au><au>Schmitt, Sara A.</au><au>Napoli, Amy R.</au><au>Dobbs-Oates, Jennifer</au><au>King, Yemimah A.</au><au>Hornburg, Caroline Byrd</au><au>Westerberg, Lauren</au><au>Borriello, Giulia A.</au><au>Bryant, Lindsey M.</au><au>Anaya, Laura Y.</au><au>Kung, Melody</au><au>Litkowski, Ellen</au><au>Lin, Joyce</au><au>Rolan, Emily</au><au>Kendeou, Panayiota</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1318762</ericid><atitle>Engaging Caregivers and Children in Picture Books: A Family-Implemented Mathematical Language Intervention</atitle><jtitle>Journal of educational psychology</jtitle><date>2021-10-01</date><risdate>2021</risdate><volume>113</volume><issue>7</issue><spage>1338</spage><epage>1353</epage><pages>1338-1353</pages><issn>0022-0663</issn><eissn>1939-2176</eissn><abstract>The goal of this study was to evaluate immediate and delayed effects of a caregiver-implemented picture book intervention to support children's mathematical language and numeracy skills. Eighty-four 3- to 5-year-olds (Mage = 4.14) were randomly assigned to intervention (n = 40) or active control (n = 44) conditions. Participants in the intervention condition received three researcher-designed picture books with embedded mathematical language content. The active control group received similar books without mathematical language content. All families were asked to read each book a total of four times over 4 weeks (a total of 12 reading sessions). Children were pretested, posttested, and delayed (8 weeks) posttested on mathematical language and numeracy. The intervention resulted in significant positive effects on mathematical language and numeracy at the posttest. At delayed posttest, the mathematical language effects were not statistically significant, but the numeracy effects persisted. However, when only examining the quantitative language items that aligned with the intervention, the effects of the intervention were significant at both immediate and delayed posttests. Findings suggest picture book interventions can have positive impacts on children's early skills.
Educational Impact and Implications StatementSupporting children's mathematical language and numeracy development is important for their success in later mathematics. The findings from this study demonstrate that caregivers reading a set of books with embedded mathematical language to their children over the course of 4 weeks can have strong and persistent effects on children's mathematical language and numeracy skills.</abstract><cop>Washington</cop><pub>American Psychological Association</pub><doi>10.1037/edu0000662</doi><tpages>16</tpages><orcidid>https://orcid.org/0000-0003-4332-9132</orcidid><orcidid>https://orcid.org/0000-0002-3376-0896</orcidid><orcidid>https://orcid.org/0000-0002-1215-2672</orcidid><orcidid>https://orcid.org/0000-0001-9563-859X</orcidid><orcidid>https://orcid.org/0000-0002-9045-8757</orcidid><orcidid>https://orcid.org/0000-0003-1374-8256</orcidid><orcidid>https://orcid.org/0000-0002-9451-6563</orcidid><orcidid>https://orcid.org/0000-0001-8037-2266</orcidid></addata></record> |
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| ispartof | Journal of educational psychology, 2021-10, Vol.113 (7), p.1338-1353 |
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| subjects | Caregivers Children & youth Childrens picture books Control Groups Early Intervention Effects Executive Function Family Female Grandparents Human Intervention Language Male Mathematical Ability Mathematics education Mathematics Skills Numeracy Parent Role Parents Pictorial Stimuli Picture Books Preschool Children Program Effectiveness Reading Teaching Methods Vocabulary Development |
| title | Engaging Caregivers and Children in Picture Books: A Family-Implemented Mathematical Language Intervention |
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