Megan M. McClelland|Shauna L. Tominey|Sara A. Schmitt|Bridget E. Hatfield|David J. Purpura|Christopher R. Gonzales|Alexis Tracy
Red Light, Purple Light! Results of an Intervention to Promote School Readiness for Children From Low-Income Backgrounds
Oregon State University|Oregon State University|Purdue University West Lafayette|Oregon State University|Purdue University West Lafayette|University of California, Davis|Oregon State University
considerable research examined interventions facilitate school readiness skills young children one intervention red light purple light circle time games rlpl tominey mcclelland 2011 schmitt et al 2015 includes music movement games aim foster selfregulation skills present study n 157 focused children families lowincome compared rlpl intervention sr revised version rlpl included literacy math content sr businessasusual bau control group versions intervention teachers trained administer selfregulation intervention preschool classrooms coaching support although statistically significant children receiving either version intervention gained selfregulation headtoeskneesshoulders htks preschool year compared bau group 009 p 0082 cohens 031 effect sizes similar previous studies schmitt et al 2015 duncan et al 2018 translated 21 difference selfregulation bau group posttest furthermore children participating either version intervention gained significantly math across school year compared children bau group 014 p 0003 cohens 038 translated 24 difference math bau group posttest results somewhat stronger sr version although effect sizes across intervention conditions comparable statistically significant differences across groups literacy skills results extend previous research suggest rlpl intervention includes explicit focus selfregulation music movement games may improve childrens selfregulation math scores preschool year