Disadvantaged (EYPP-eligible) children in the integrated intervention gained more in numeracy and spatial skills than disadvantaged controls¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2–r3 · q3 · i2 medium
Currency · newest study 2025 · checked against its sources 2026-10-26 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i2 For EYPP-eligible children, numeracy gains were larger in the intervention group (T1 = 25.04; T2 = 32.07) than in the control group (T1 = 14.86; T2 = 18.48; Hedge's g = 0.64). → Scerif 2025 q3 i2 EYPP-eligible children in the intervention arm also improved more in spatial skills (BAS-PC; Hedge's g = 0.65) than disadvantaged controls. → Scerif 2025 (2)

Evidence¶

Scerif 2025¶

Scerif, G., Sučević, J., Andrews, H., Blakey, E., Gattas, S. U., Godfrey, A., et al. (2025). Enhancing children's numeracy and executive functions via their explicit integration. npj Science of Learning 10, 8. https://doi.org/10.1038/s41539-025-00302-9

q3 · i2 · causal · r2

Intervention * EYPP interaction from the cluster RCT's intention-to-treat analysis; the table reports Hedge's g = 0.64 for this interaction, and the text notes the disadvantaged-versus-non-disadvantaged gap was reduced in the intervention group.

"For children with EYPP eligibility, changes in EYTN scores were larger in the Intervention group (T1 = 25.04; T2 = 32.07) than in the Control group (T1 = 14.86, T2 = 18.48, p = 0.001)."

Scerif 2025 (2)¶

Scerif, G., Sučević, J., Andrews, H., Blakey, E., Gattas, S. U., Godfrey, A., et al. (2025). Enhancing children's numeracy and executive functions via their explicit integration. npj Science of Learning 10, 8. https://doi.org/10.1038/s41539-025-00302-9

q3 · i2 · causal · r3

BAS-PC spatial skills interaction in the same trial; the table reports Hedge's g = 0.65 for the Intervention * EYPP interaction. Disadvantaged children improved more in the intervention group (T1 = 48.49; T2 = 53.98) than controls (T1 = 42.31; T2 = 44.30).

"Children with EYPP eligibility had poorer spatial skills than children without EYPP eligibility in the Control group,p < 0.001, but not in the intervention group,p = 0.366."

Discussion¶

Learner Variables¶

• Number Sense — outcome: instruction changes it
• Spatial Ability — outcome: instruction changes it

Related Claims¶

• Disadvantaged children in the integrated intervention improved more on executive function measures than disadvantaged controls — related
• Economic disadvantage is associated with lower performance on most early numeracy and EF measures — related