This website features a wide range of reports from EDC's and our partner SRI's 10 years of conducting a summative evaluation of Ready to Learn, a public media initiative supported by the U.S. Department of Education. This research has significantly advanced knowledge of the role that "transmedia" resources—video, online games, tablet-based apps, and print activities—can play in enhancing the early learning and school readiness of young children, particularly children from low-income families. A few of the reports that are available on this site include:
- Peg + Cat Early Math Home Study: We found that children who used media content from the PBS KIDS’ series PEG + CAT showed stronger improvement in critical math areas involving ordinal numbers, spatial relationships, and 3-D shapes than children in a control group. Their families showed greater comfort and confidence in supporting their children with math concepts and problem-solving strategies, a higher frequency of joint parent-child technology use, and more conversation connecting digital media and daily life.
- Prekindergarten Transmedia Mathematics Study Report: We found that the acquisition of essential early math skills, such as counting, recognizing numerals, recognizing shapes, and patterning, increased significantly among four- and five-year-old children from economically disadvantaged communities who participated in a 10-week PBS KIDS Transmedia Math Supplement initiative. Teachers who used the math supplement reported significant changes in their confidence and comfort with early mathematics concepts and teaching with technology.
- Preschool Media-Rich Literacy Study: We conducted the first large-scale, randomized controlled trial (RCT) study recognized by the What Works Clearinghouse to result in positive early reading outcomes for 4-year-olds from low-income families. We found that low-income children were better prepared for success in kindergarten when their preschool teachers incorporated educational video and games from public media. The early literacy skills of children in the study all increased significantly compared to children who did not participate in the curriculum supplement.