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The problem
Intervention: Naturally occurring variation in home learning environment dimensions (book exposure, quality of verbal interactions about mathematics and reading)
Who it was tested with: 554 three-year-old children followed longitudinally to age 13 in Germany and Norway.
Children or communities are compared with a group that did not receive the intervention, or followed over years. This is the design that best separates what the intervention did from everything else that changed.
"During the preschool years, 554 three-year-old children were tested and have been followed up to the age of 13. The results show that book exposure and the quality of verbal interactions regarding mathematics both predicted mathematical outcomes in secondary school and that those effects were mediated through early language and arithmetic skills." This demonstrates a longitudinal design tracking children over 10 years with multiple measurement points to examine long-term associations between early home environment characteristics and later academic outcomes.
The study is observational and cannot establish causation; unmeasured confounding variables may explain associations. The sample is from Germany and Norway only, limiting generalisability.
Across countries and designs
2 studies · 3 countries
