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A text message program aimed to boost early childhood skills did not show significant improvements in reading or socioemotional development. High attrition rates limited the study

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Area of Science:

  • Child Development
  • Educational Psychology
  • Public Health

Background:

  • A supportive home learning environment is crucial for children's cognitive and emotional readiness by age 5.
  • The attainment gap between affluent and disadvantaged families persists despite available parenting resources.
  • The 'Tips by Text' program uses text messages to help parents integrate developmental activities for 4- to 5-year-olds.

Purpose of the Study:

  • To adapt and test the 'Tips by Text' program in England.
  • To examine the program's impact on language, literacy, numeracy, and socioemotional skills.
  • To investigate differential effects across subgroups facing socioeconomic disadvantage, language barriers, special educational needs, or multiple risk factors.

Main Methods:

  • A large-scale randomized controlled trial was conducted in 109 English schools (n = 3,649) from 2019 to 2021.
  • Postintervention data collection experienced ~70% attrition due to COVID-19, resulting in an analytical sample of n = 753.
  • Primary impact analysis was replicated, with extensions to subgroup analyses.

Main Results:

  • No significant improvements were found in reading-related skills or socioemotional outcomes.
  • No meaningful differential effects were observed across subgroups based on socioeconomic status, language barriers, special educational needs, or multiple risk factors.
  • High attrition rates limited the study's statistical power to detect potential effects.

Conclusions:

  • The adapted 'Tips by Text' program did not demonstrate significant positive impacts on early childhood skills in the studied English sample.
  • Attrition significantly impacted the study's ability to draw definitive conclusions.
  • Further evaluation is needed to understand the program's potential efficacy and address limitations.