Gains from the one-year intervention fade in kindergarten while gains from the two-year intervention are sustained¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Gains made during the 1-year intervention began to fade in kindergarten, whereas gains made during the 2-year intervention were sustained in kindergarten. → Starkey et al. 2013

Evidence¶

Starkey et al. 2013¶

Prentice Starkey, Alice Klein, & Lydia DeFlorio. (2013). Changing the Developmental Trajectory in Early Math Through a Two-Year Preschool Math Intervention. SREE Fall 2013 Conference Abstract. https://eric.ed.gov/?id=ED563068

q3 · i? · causal · r2

Longitudinal follow-up into kindergarten of the cluster-randomized preschool math intervention conditions; the authors' conclusion section states the differential persistence of gains by intervention duration.

"Gains children made during the 1-year intervention began to fade in K, but gains children made during the 2-year intervention were sustained in K."

Discussion¶

Related Claims¶

• The amount of language growth children made during the preschool intervention year did not predict kindergarten outcomes and did not alter the moderated treatment effects — related
• Fadeout of early mathematics intervention effects: treatment effects fade but remain significant at kindergarten follow-up — related