ArticleFrontiers in psychology2021
Efficacy of Two School-Based Interventions on Notational Ability of Bilingual Preschoolers: A Group-Randomized Trial Study.
Article in Frontiers in psychology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
3 citing papers in PubMed, 9 citations in OpenAlex.
- The role of preschoolers' home literacy environment and emergent literacy skills on later reading and writing skills in primary school: A mediational model.Frontiers in psychology · 2023Article
- Relationship between lexical, reading and spelling skills in bilingual language minority children and their monolingual peers.Frontiers in psychology · 2023Article
- Contribution of oral narrative textual competence and spelling skills to written narrative textual competence in bilingual language-minority children and monolingual peers.Frontiers in psychology · 2022Article
Corrections and comments
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Authors and funding
4 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This randomized trial study aimed to analyze the efficacy of two different school-based interventions-normal preschool literacy teaching, and the PASSI intervention carried out for different durations (12 versus 30 weeks)-on notational knowledge of bilingual language-minority (BLM) preschoolers and their monolingual peers, after controlling their linguistic background and socio- economic status. A total of 251 children aged 4-5 years (M age = 4 years and 8 months; SD age = 6 months; 49% males, 51% females) were recruited from 19 classes in five preschools and randomly assigned to three groups that corresponded to different notational-focused interventions: (1) normal preschool literacy teaching (Condition 1;
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