Links between the development of early literacy and math skills are well documented. This systematic review focuses on how literacy is incorporated into informal math intervention studies for children in preschool to third grade, which has implications for researchers and those training caregivers to support their children at home. We reviewed 51 experimental or quasi-experimental studies published from 1981 to 2021 that investigated the effectiveness of math interventions in informal learning environments with a caregiver interventionist. Findings revealed that 100% of studies included literacy in some way. We also investigated what types of literacy activities were integrated, how literacy was a part of data sources collected, and in what ways literacy was mentioned explicitly by authors in research reports. The most common literacy activity was speaking and listening, and the most frequently included literacy data source was standardized literacy achievement measures. Finally, researchers in the included studies did not detail literacy throughout their research reports. While early math interventions often integrate literacy, the research base including math interventions would benefit from more explicit rationales for their use of literacy, and caregivers should be provided information to help understand how literacy should be a part of the way they work with their child on math at home.

中文翻译：

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关注读写能力的整合：对非正式学习环境中早期数学干预的系统回顾

早期识字能力和数学技能的发展之间的联系是有据可查的。本系统综述的重点是如何将读写能力纳入学前至三年级儿童的非正式数学干预研究中，这对研究人员和培训照顾者在家支持孩子的人员具有影响。我们回顾了 1981 年至 2021 年间发表的 51 项实验或准实验研究，这些研究调查了由护理干预师在非正式学习环境中进行数学干预的有效性。调查结果显示，100% 的研究都以某种方式纳入了读写能力。我们还调查了哪些类型的扫盲活动被整合，扫盲如何成为收集的数据源的一部分，以及作者在研究报告中明确提及扫盲的方式。最常见的识字活动是口语和听力，最常见的识字数据源是标准化的识字成绩衡量标准。最后，纳入研究的研究人员并没有在他们的研究报告中详细说明读写能力。虽然早期的数学干预通常会整合识字，但包括数学干预在内的研究基础将受益于更明确的识字使用理由，并且应向护理人员提供信息，以帮助他们了解识字应如何成为他们与孩子一起工作的方式的一部分。在家数学。