Children improved their numerical and letter-sound knowledge between pre-test and post-test regardless of condition¶

Claim · All claims
Evidence · 1 study · causal r3 · q4
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i? Across all three conditions, children's scores on the primary outcome measures improved significantly from pre-test to post-test. → James-Brabham 2024

Evidence¶

James-Brabham 2024¶

James-Brabham, E., Jay, T., & Sella, F. (2024). No evidence that playing a linear number board game improves numerical skills beyond teaching as usual: a randomized controlled trial in four- to five-year-old primary school children. https://doi.org/10.1037/edu0000857

q4 · i? · causal · r3

Mixed ANOVA results from the RCT (n=249): the main effect of Session was always significant, indicating gains in the Number Knowledge index, WIAT-III Numeracy, and YARC Letter-Sound subtest across all conditions, with no printed effect size for the Session effect.

"Children improved their scores in the primary outcome measures between pre -test and post-test, and this improvement did not vary among conditions (Figure 3)."

Discussion¶

Learner Variables¶

• Alphabet Knowledge and Print Awareness — outcome: instruction changes it
• Number Sense — outcome: instruction changes it

Related Claims¶

• In a pre-registered RCT, neither the forward nor bidirectional number board game (nor the alphabet control) produced a statistically significant condition effect on numerical or letter-sound outcomes in four- to five-year-olds — related
• Children preferred playing a number game over a letter game at pre-test, and this preference did not vary by condition — related