UBC produced no significant effects on children's language, literacy, or socioemotional skills after two years¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? There were no significant effects of the UBC program on children's language, literacy or socioemotional skills at the end of kindergarten; effect sizes were near zero (e.g., vocabulary ES -0.07, letter-word identification ES 0.09). → Leyva 2014
Evidence¶
Leyva 2014¶
Leyva, D., Yoshikawa, H., Snow, C. E., Treviño, E., Rolla, A., Barata, M. C., & Weiland, C. (2014). Can we improve preschool classroom quality in Chile? A cluster-randomized trial evaluation of a professional development program. SREE Spring 2014 Conference abstract. https://eric.ed.gov/?id=ED562728
q3 · i? · causal · r2
Impact analysis on child outcomes (Table 3) assessed with the Woodcock-Muñoz Language Survey Revised Spanish Form and socioemotional rating scales, after two years of intervention. The article reports no significant effects; printed effect sizes were small (vocabulary -0.07, letter-word identification 0.09, early writing -0.03, prosocial behaviors 0.079, impulse control domain 0.161, the latter marginally significant).
"There were no significant effects of the UBC program on children’s language, literacy or socioemotional skills at the end of kindergarten."
Discussion¶
Learner Variables¶
- Oral Language — outcome: instruction changes it
Related Claims¶
- The UBC professional development program significantly improved prekindergarten classroom quality after the first year, with the largest effect on Emotional Support — related
- The Building Blocks pre-K implementation showed positive effects on pre-K mathematics (ES=.72) and kindergarten language competencies, with stronger first-grade effects for those with follow-through — related
- Initial preschool language skill did not moderate the LLLI intervention effect on kindergarten expressive vocabulary — related
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