A meta-analytic synthesis of early numeracy interventions for low-performing young children

Abstract

Early numeracy is related to preschoolers’ acquisition of skills such as understanding and operating with quantities. Consequently, early numeracy has substantial impact on first Graders’ attainments in typical mathematics. Meta-analysis was conducted to address the extent in which early numeracy interventions are effective. Twenty studies were analyzed, including 3.080 young low-performing children (Ncontrol = 1.815, Ntreatment = 1.265). The overall best estimate for programs based on Early Numeracy Interventions odds ratio was moderately effective g = 0.61. Heterogeneity was large. Results of the final meta-regression model predicted larger treatment effects for short-term interventions including 1 to 9 sessions. On average, the interventions included instructional strategies such as explicit instruction, corrective feedback, CRA, concrete manipulatives, and visual representation, and one-to-one instructional arrangement are moderately effective for children aged 5–8. Results of the study are discussed with respect to implications for designing early numeracy interventions.