Matthew E. Foster|Jason L. Anthony|Douglas H. Clements|Julie Sarama|Jeffrey J. Williams
Hispanic dual language learning kindergarten students' response to a numeracy intervention: A randomized control trial
University of Denver|University of South Florida|University of Denver|University of South Florida|University of South Florida|University of South Florida|University of Denver|University of South Florida
study evaluated impact spanish version building blocks software program vocabulary kindergarten mathematics outcomes participants included 270 hispanic dual language learners lowincome communities relative children computer assisted instruction cai literacy control group building blocks cai group evidenced higher posttest scores spanish mathematics english mathematics controlling pretest numeracy also main effects english vocabulary spanish vocabulary predicting posttest mathematics scores english spanish controlling covariates findings support use building blocks software supplemental method improving mathematics competencies hispanic dual language learners lowincome backgrounds