Hispanic dual language learning kindergarten students’ response to a numeracy intervention: A randomized control trial

Matthew E. Foster; Jason L. Anthony; Doug H. Clements; Julie Sarama; Jeffrey J. Williams

doi:10.1016/j.ecresq.2018.01.009

Hispanic dual language learning kindergarten students’ response to a numeracy intervention: A randomized control trial

Matthew E. Foster
, Jason L. Anthony
, Doug H. Clements
, Julie Sarama
, Jeffrey J. Williams

Learning and Instruction

University at Buffalo

University of South Florida
University of Denver

Research output: Contribution to journal › Article › peer-review

24 Scopus citations

Abstract

This study evaluated the impact of the Spanish version of the Building Blocks software program and vocabulary on kindergarten mathematics outcomes. Participants included 270 Hispanic dual language learners from low-income communities. Relative to children in the computer assisted instruction (CAI) literacy control group, those in the Building Blocks CAI group evidenced higher posttest scores for Spanish mathematics, but not for English mathematics, after controlling for pretest numeracy. There were also main effects of English vocabulary and Spanish vocabulary predicting posttest mathematics scores in English and Spanish, after controlling for covariates. These findings support the use of the Building Blocks software as a supplemental method for improving the mathematics competencies of Hispanic dual language learners from low-income backgrounds.

Original language	English
Pages (from-to)	83-95
Number of pages	13
Journal	Early Childhood Research Quarterly
Volume	43
DOIs	https://doi.org/10.1016/j.ecresq.2018.01.009
State	Published - Mar 2 2018

Keywords

Computer-assisted instruction
Dual language learners
Hispanic students
Kindergarten mathematics
Numeracy

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10.1016/j.ecresq.2018.01.009

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title = "Hispanic dual language learning kindergarten students{\textquoteright} response to a numeracy intervention: A randomized control trial",

abstract = "This study evaluated the impact of the Spanish version of the Building Blocks software program and vocabulary on kindergarten mathematics outcomes. Participants included 270 Hispanic dual language learners from low-income communities. Relative to children in the computer assisted instruction (CAI) literacy control group, those in the Building Blocks CAI group evidenced higher posttest scores for Spanish mathematics, but not for English mathematics, after controlling for pretest numeracy. There were also main effects of English vocabulary and Spanish vocabulary predicting posttest mathematics scores in English and Spanish, after controlling for covariates. These findings support the use of the Building Blocks software as a supplemental method for improving the mathematics competencies of Hispanic dual language learners from low-income backgrounds.",

keywords = "Computer-assisted instruction, Dual language learners, Hispanic students, Kindergarten mathematics, Numeracy",

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T1 - Hispanic dual language learning kindergarten students’ response to a numeracy intervention

T2 - A randomized control trial

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AU - Anthony, Jason L.

AU - Clements, Doug H.

AU - Sarama, Julie

AU - Williams, Jeffrey J.

PY - 2018/3/2

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N2 - This study evaluated the impact of the Spanish version of the Building Blocks software program and vocabulary on kindergarten mathematics outcomes. Participants included 270 Hispanic dual language learners from low-income communities. Relative to children in the computer assisted instruction (CAI) literacy control group, those in the Building Blocks CAI group evidenced higher posttest scores for Spanish mathematics, but not for English mathematics, after controlling for pretest numeracy. There were also main effects of English vocabulary and Spanish vocabulary predicting posttest mathematics scores in English and Spanish, after controlling for covariates. These findings support the use of the Building Blocks software as a supplemental method for improving the mathematics competencies of Hispanic dual language learners from low-income backgrounds.

AB - This study evaluated the impact of the Spanish version of the Building Blocks software program and vocabulary on kindergarten mathematics outcomes. Participants included 270 Hispanic dual language learners from low-income communities. Relative to children in the computer assisted instruction (CAI) literacy control group, those in the Building Blocks CAI group evidenced higher posttest scores for Spanish mathematics, but not for English mathematics, after controlling for pretest numeracy. There were also main effects of English vocabulary and Spanish vocabulary predicting posttest mathematics scores in English and Spanish, after controlling for covariates. These findings support the use of the Building Blocks software as a supplemental method for improving the mathematics competencies of Hispanic dual language learners from low-income backgrounds.

KW - Computer-assisted instruction

KW - Dual language learners

KW - Hispanic students

KW - Kindergarten mathematics

KW - Numeracy

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JO - Early Childhood Research Quarterly

JF - Early Childhood Research Quarterly

ER -

Hispanic dual language learning kindergarten students’ response to a numeracy intervention: A randomized control trial

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Keywords

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