Evidence map›Paper›PMID 38505759›Full record

ArticleEarly childhood research quarterly

Can Peers Help Sustain the Positive Effects of an Early Childhood Mathematics Intervention?

Caroline Botvin, Jade M Jenkins, Robert C Carr, Kenneth A Dodge, Douglas Clements, Julie Sarama, Tyler W Watts

Open access · greenAbstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Early childhood research quarterly. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.

0numbers the graph read from it
0cells of the map it votes in
2citing papers in PubMed
2.8field-weighted citation impact, top 11% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

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.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

2 citing papers in PubMed, 4 citations in OpenAlex.

  1. Article
  2. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

7 authors at 5 institutions in 1 country.

Caroline BotvinTeachers College, Columbia University, 525 W 120 St, New York, NY 10027.
Jade M JenkinsUniversity of California, Irvine, 3200 Education Building, Irvine, CA 92697.
Robert C CarrUniversity of North Carolina at Chapel Hill, 105 Smith Level Road, Chapel Hill, NC 27516-9102.
Kenneth A DodgeDuke University, 214A Sanford Building, Box 90245, Durham, NC 27708.
Douglas ClementsUniversity of Denver, 1999 East Evans Avenue, Denver, CO 80208.
Julie SaramaUniversity of Denver, 1999 East Evans Avenue, Denver, CO 80208.
Tyler W WattsTeachers College, Columbia University, 525 W 120 St, New York, NY 10027.
Columbia University · USUniversity of Denver · USDuke University · USUniversity of California, Irvine · USUniversity of North Carolina at Chapel Hill · US

Funding

Factors in Persistence Versus Fadeout of Early Childhood Intervention ImpactsR01HD095930 · NICHD · UNIVERSITY OF CALIFORNIA-IRVINE · PI Jade Vanessa Marcus Jenkins · 2019 to 2026
$5.2M
NICHD NIH HHS R01 HD095930
6 · The paper itself

Abstract

Our study assessed whether the peer environment in kindergarten and first grade affected student learning following an early mathematics intervention. We leveraged longitudinal data from a cluster-RCT to examine whether math achievement in kindergarten (

Identifiers

PMID38505759
PMCPMC10947215
OpenAlexW4390519526

What OpenQuestion holds

Textmetadata
LicenceTDM
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.