Impact of a Dialogic Reading Intervention on the Effectiveness of Adaptive Magnitude Comparison eBooks for Improving Young Children’s Magnitude Comparison Skills

Dialogic reading interventions have been used successfully to increase literacy and language skills, including math language. This study aims to investigate whether a dialogic reading intervention will assist children with spatial and numerical magnitude comparison skills learned through a novel adaptive eBook designed to be read together by parents and children. We propose that a dialogic reading intervention used with an adaptive magnitude comparison eBook will improve children’s spatial and numerical magnitude comparison skills and general math skills compared to control groups. Preschool-aged children and their parents (N=27) were randomly assigned to one of three conditions: adaptive magnitude comparison eBooks reading with dialogic reading training, adaptive magnitude comparison eBooks reading without dialogic reading training, or literacy eBook reading. Each group was asked to read their eBooks at home 4 times per week for 2 weeks. Participants were assessed virtually at pre- and post-test on their numerical and spatial magnitude comparison skills and their general math skills

Impact of a Dialogic Reading Intervention on the Effectiveness of an Adaptive Magnitude Comparison eBook for Improving Young Children’s Magnitude Comparison Skills

Dialogic reading interventions have been used successfully to increase reading skills. This study aims to investigate whether a dialogic reading intervention will also assist children with spatial and numerical magnitude comparison skills learned through a novel adaptive number e-book designed to be read together by parents and children. This study proposes that a dialogic reading intervention will improve spatial and numerical magnitude comparison skills that will transfer to general math skills following the reading of an adaptive number e-book more so than reading without dialogic reading instructions. Additionally, there are predicted benefits for executive functioning skills and for improving parental attitudes toward math.https://ecommons.udayton.edu/roesch_symposium_content/1045/thumbnail.jp

Goldilocks and the home mathematics environment: Parents\u27 rate activities ‘too easy,’ ‘just right,’ or ‘too hard’ across early development

Research focusing on the home mathematics environment has shown mixed results across age groups. Using data from a large online survey, we explored parents\u27 perceptions of the age appropriateness of home mathematics activities for their children. Children\u27s ages ranged from one to 6 years old (N = 958). Activities spanned multiple domains of early mathematics including numeracy, geometry, patterning, spatial, and measurement domains. Descriptive statistics show there are clear developmental shifts in the appropriateness ratings for activities within and across these domains. Findings provide insight for future implications on the measurement of the home mathematics environment, as well as future research on age differences in the home mathematics environment

Use them or lose them: Are manipulatives needed to assess numeracy and geometry performance in preschool?

In two studies, we investigated whether using three-dimensional (3D) manipulatives during assessment aided performance on a variety of preschool mathematics tasks compared to pictorial representations. On measures of children\u27s understanding of counting and cardinality (n = 103), there was no difference in performance between manipulatives and pictures, with Bayes factors suggesting moderate evidence in favor of the null hypothesis. On a measure of children\u27s shape identification (n = 93), there was no difference in performance between objects and pictures, with Bayes factors suggesting moderate evidence in favor of the null hypothesis. These results suggest flexibility in the materials that can be used during assessment. Pictures, or 2D renderings of 3D objects, which can be easily printed and reproduced, may be sufficient for assessing counting and shape knowledge without the need for more cumbersome concrete manipulatives