The impact of data-informed interventions on early numeracy and literacy development in Pre-Kindergarten and Transitional Kindergarten classrooms

This study examines the impact of data-informed interventions (Datnow & Hubbard, 2015) on early numeracy and literacy development in Pre-Kindergarten (PreK) and Transitional Kindergarten (TK) classrooms, utilizing a Project-Based Learning (PBL) framework. Recognizing the strong predictive relationship between early numeracy and literacy success (Purpura & Napoli, 2015), this research explores targeted instructional strategies to address specific learning gaps. Quantitative data student assessments (myIGDI’s and PELI) were collected twice during this study. Initial findings in the fall revealed strong literacy foundations but significant gaps in numeracy, particularly in quantity comparison and number naming. For instance, 89.88% of students scored below benchmark in quantity comparison, with 37.03% classified as "at-risk." Literacy assessments demonstrated overall strong performance, with 70% of PreK and 81% of TK students exceeding benchmark expectations. To address these gaps, an intervention titled "Which One Doesn’t Belong?" was introduced, integrating daily within whole-group and small-group PBL lessons. After four weeks, assessments indicated notable improvements in quantity comparison, with a reduction in "at-risk" students and an increase in "on-target" learners. Students also demonstrated greater fluency and confidence in numeracy tasks. Literacy assessments indicated steady growth, although Alphabet Knowledge emerged as an area needing targeted intervention as well as Number Naming in Numeracy. Challenges persisted in number naming, where 20 students remained "at-risk," particularly in identifying two-digit numbers. It was noted that further differentiation and targeted strategies are needed to support growth in this area. This study highlights the effectiveness of data-driven, integrated interventions in enhancing early numeracy and literacy skills. It underscores the interconnected nature of literacy and numeracy development and offers practical recommendations for educators to address specific learning gaps through PBL-aligned strategies. Future research could explore sustained interventions and professional development to enhance teacher proficiency in data-informed instruction.