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The problem
Intervention: Early exposure to accessible language (American Sign Language and/or spoken English)
Who it was tested with: 58 hearing children and 120 deaf and hard-of-hearing children ages 3.1 to 7.6 years from diverse racial, ethnic, and socioeconomic backgrounds.
Experience from people who deliver programmes: stories, case studies and lessons learned. Valuable for understanding how and why, and for spotting what to test next, but not a measure of effect.
"Logistic regression models showed that chronological age and age of access to language significantly predicted CP knowledge" and "age and the timing of children's access to language (early/later)-but not language modality or socioeconomic status-significantly predicted accuracy in generating large sets." The finding indicates that timing of language access is a key determinant of mathematics concept development regardless of whether the language is signed or spoken.
Cross-sectional design prevents causal inference. The study does not measure the specific mechanisms through which language access supports numeracy development, nor does it control for potentially confounding factors related to educational setting or family practices.
Across countries and designs
1 study · 1 country
