Dreisbach and Keogh (1982) conducted a study with Spanish-speaking kindergarteners. They were interested in learning whether young children would benefit from explicit test-taking training. The researchers taught half of the kindergarteners test-taking strategies, while the other half of the kindergarteners drew pictures. They found that those who had received training in test taking received higher scores on a school readiness test compared to the children who had received no training. Thus, the researchers manipulated test-taking training, or the variable, and saw the results of their manipulation in the variable.