Evidence map›Paper›PMID 39212782›Full record

Trial reportPrevention science : the official journal of the Society for Prevention Research2026

Pivoting Training and Coaching for an Early Numeracy Intervention During COVID-19.

David Fainstein, Ben Clarke, Derek Kosty, Lauren M Cycyk, Jessica Turtura, Christian T Doabler

Abstract readRandomized Controlled Trial
PubMed Publisher
In one paragraph

Trial report in Prevention science : the official journal of the Society for Prevention Research, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
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

1 citing paper in PubMed.

  1. 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

6 authors.

David FainsteinCollege of Education, Seattle University, Seattle, WA, USA. dfainstein@seattleu.edu.ORCID 0000-0002-7258-5234
Ben ClarkeCollege of Education, University of Oregon, Eugene, OR, USA.
Derek KostyOregon Research Institute, Springfield, OR, USA.
Lauren M CycykCollege of Education, University of Oregon, Eugene, OR, USA.
Jessica TurturaCenter On Teaching and Learning, University of Oregon, Eugene, OR, USA.
Christian T DoablerMeadows Center for Preventing Educational Risk, University of Texas at Austin, Austin, TX, USA.

Funding

Institute of Education Sciences R324R200005
6 · The paper itself

Abstract

Early numeracy skills are vital for kindergarten students because they provide the foundation for acquiring mathematics skills in both kindergarten and subsequent years. Teacher support to intervene with kindergarteners at risk for poor mathematics learning outcomes is a promising approach to addressing this achievement gap. The current study replicates previous work on an established early numeracy intervention, ROOTS. In this instance, ROOTS uses remote professional development as a novel format for interventionist training support during the COVID-19 pandemic. Findings indicate that interventionists receiving remote support for implementing ROOTS found training and coaching acceptable and feasible. Remote training and coaching supported strong levels of implementation fidelity. Furthermore, children who received the ROOTS intervention outperformed their control group peers on post-test measures of mathematics achievement within a randomized controlled trial research design. Outcomes and implications for using remote professional development as a format for supporting educators in their use of early numeracy intervention programs are discussed within a pandemic-response context.

Indexed as

COVID-19MathematicsMentoringChildChild, PreschoolFemaleHumansMaleSARS-CoV-2Early numeracyMath coachingProfessional developmentRemote training

Identifiers

PMID39212782

What OpenQuestion holds

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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.