Fadeout in an early mathematics intervention: Constraining content or preexisting differences?

ABSTRACT: A robust finding across research on early childhood educational interventions is that the treatment effect diminishes over time, with children not receiving the intervention eventually catching up to children who did. One popular explanation for fadeout of early mathematics interventions is that elementary school teachers may not teach the kind of advanced content that children are prepared for after receiving the intervention, so lower-achieving children in the control groups of early mathematics interventions catch up to the higher-achieving children in the treatment groups. An alternative explanation is that persistent individual differences in children's long-term mathematical development result more from relatively stable preexisting differences in their skills and environments than f

SUBMITTER: Bailey DH 

PROVIDER: S-EPMC5003741 | biostudies-literature | 2016 Sep

REPOSITORIES: biostudies-literature