Hours of individual ECSE services were not significantly associated with literacy outcomes, and KITS effects remain significant after accounting for service hours.¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Neither hours of individual ECSE services nor hours of consultation/training were significantly associated with literacy, except a significant negative association between individual ECSE services and teacher ratings of emergent writing. → Pears 2016

Evidence¶

Pears 2016¶

Pears, K. C., Kim, H. K., Fisher, P., & Yoerger, K. (2016). Increasing pre-kindergarten early literacy skills in children with developmental disabilities and delays. Journal of School Psychology, 57, 15-27. https://doi.org/10.1016/j.jsp.2016.05.004

q2 · i? · causal · r2

Correlational analysis of preschool service records (scheduled service hours coded into categories) against literacy measures in the study sample. The article reports no significant associations except a negative one with emergent writing ratings; no effect size is printed.

"Interestingly, neither hours of individual ECSE nor hours of ECSE consultation and training services were significantly associated with literacy with the exception of a significant negative association between individual ECSE services and teacher ratings of emergent writing."

Discussion¶

Related Claims¶

• The difference between KITS and services-as-usual groups in the percentage of children meeting the PLRS critical literacy score is not statistically significant (61% vs 52%). — related
• Teacher depression and job demands are positively associated, and job resources negatively associated, with exclusion rates; program-level mental health consultation showed no significant effect in one RCT. — related
• The KITS intervention has a significant indirect effect on kindergarten teacher-rated literacy through its effect on pre-kindergarten literacy skills (β = .09). — related