1. Effects of reading picture books on kindergartners' mathematics performance
- Author
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Van den Heuvel-Panhuizen, M., Elia, I., Robitzsch, Alexander, Education and Learning: Cognitive and Motor Disabilities, Mathematics Education, Sub Mathematics Education, Afd Pedagogiek in diverse samenlevingen, Elia, Iliada [0000-0002-0072-4178], Education and Learning: Cognitive and Motor Disabilities, Mathematics Education, Sub Mathematics Education, and Afd Pedagogiek in diverse samenlevingen
- Subjects
Pädagogik der frühen Kindheit ,Girls ,Feldexperiment ,Intervention effect ,Mathematical thinking ,370 Erziehung, Schul- und Bildungswesen ,Einflussfaktor ,Developmental psychology ,Reading (process) ,Empirische Bildungsforschung ,Developmental and Educational Psychology ,intervention ,media_common ,Mädchen ,Picture books ,mathematics ,4. Education ,Empirische Untersuchung ,05 social sciences ,050301 education ,Mathematische Kompetenz ,Articles ,Interventionsstudie ,humanities ,Empirical study ,Test (assessment) ,Picture book ,Home language ,Girl ,370 Education ,Psychology ,050104 developmental & child psychology ,Mathematics Achievement ,Erziehung, Schul- und Bildungswesen ,media_common.quotation_subject ,education ,Experimental and Cognitive Psychology ,Article ,Education ,Kindergarten child ,ddc:370 ,Mathematics education ,0501 psychology and cognitive sciences ,kindergarten ,Niederlande ,Socioeconomic status ,Kindergartenkind ,Control group design ,Mathematics skills ,Bilderbuch ,0503 education ,Mathematisches Denken - Abstract
Educational Psychology 36 (2016) 2, S. 323-346, This article describes a field experiment with a pretest–posttest control group design which investigated the potential of reading picture books to children for supporting their mathematical understanding. The study involved 384 children from 18 kindergarten classes in 18 schools in the Netherlands. During three months, the children in the nine experimental classes were read picture books. Data analysis revealed that, when controlled for relevant covariates, the picture book reading programme had a positive effect (d = .13) on kindergartners’ mathematics performance as measured by a project test containing items on number, measurement and geometry. Compared to the increase from pretest to posttest in the control group, the increase in the experimental group was 22% larger. No significant differential intervention effects were found between subgroups based on kindergarten year, age, home language, socio-economic status and mathematics and language ability, but a significant intervention effect was found for girls and not for boys. (IPN/Orig.)
- Published
- 2013