SRI and its partner are building on a groundbreaking scientific study of how public media materials can help low-income preschoolers develop key early literacy, math, and science skills.
Since 2006, SRI and the Education Development Center have been measuring the impact of the U.S. Department of Education’s Ready To Learn transmedia program on young children’s literacy, math, and science skills. Researchers are conducting a series of descriptive and experimental studies to chart the program’s implementation, identify strengths, and provide information to support continuous improvement.
The Ready To Learn Initiative is producing and distributing children’s digital media content—videos, games, apps, and hands-on activities—to improve the literacy, math, and science skills of economically disadvantaged children. By developing and deploying educational media products that are aligned with rigorous academic frameworks and scientifically based research, Ready To Learn partners hope to provide powerful learning experiences that take place across televisions, computers, tablets, smartphones, and other platforms, providing children with many opportunities to learn.
Led by the Corporation for Public Broadcasting and the Public Broadcasting System (PBS), this effort uses community-based implementation to support the vital work of families, teachers, and educators in serving children aged 2–8 through their preschool and afterschool programs.
Associated field of research
Our work
Publications
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Strategies for Success in Community Partnerships: Case Studies of Community Collaboratives for Early Learning and Media
As part of the Ready To Learn Initiative, the CPB and the PBS devised a new model of community partnerships called Community Collaboratives for Early Learning and Media.
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The Efficacy of Digital Media Resources in Improving Children’s Ability to Use Informational Text: An Evaluation of Molly of Denali from PBS KIDS
Two nine-week trials with a national sample of 263 first-graders examined whether free educational videos and digital games supported children’s ability to use informational text to answer real-world questions.
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Early science and engineering: The impact of The Cat in the Hat Knows a Lot About That! on Learning
This study explores whether providing families with access to PBS KIDS The Cat in the Hat Knows a Lot About That! ™ activities can help children learn physical science and engineering concepts and practices.
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PBS KIDS Play & Learn Science | ready to learn-funded evaluation
This study explored the impact of the PBS KIDS Play & Learn Science app, when used in a supportive context, on children’s understanding of science concepts and use of science and engineering practices; children’s use of science vocabulary; child and parent-child engagement in science and engineering; and parent confidence supporting their child’s science learning.
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Getting Ready to Learn: Creating Effective, Educational Children’s Media
Getting Ready to Learn describes how educational media have and are continuing to play a role in meeting the learning needs of children, parents, and teachers.
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What parents talk about when they talk about learning: A national survey about young children and science
This study used a nationally representative parent survey, combined with in-depth interviews and home visits with a smaller sample of families, to learn how parents of young children, particularly low-income parents, encourage and take part in their children’s learning, especially their science learning.
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Supporting Parent-Child Experiences with PEG+CAT Early Math Concepts: Report to the CPB-PBS Ready To Learn Initiative (Executive Summary)
The study focused on PEG+CAT, a first-generation transmedia program designed to promote children’s mathematics and approaches to learning (ATL) skills.
Associated SRI team members
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Erika Gaylor
Principal Senior Researcher and Early Childhood Program Leader, SRI Education
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Sarah Nixon Gerard
Senior Researcher, SRI Education
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Claire Christensen
Senior Education Researcher, SRI Education
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Todd A. Grindal
President, SRI Education
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Elisa Garcia
Principal Researcher, SRI Education
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Shari Dubos
Principal Education Researcher, SRI Education
