An on-treatment dosage analysis found no significant relationship between number of sessions attended and reading outcomes¶

Claim · All claims
Evidence · 1 study · causal r3 · q3 · i0 negligible
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i0 Having one more Chatterbooks or Chatterbooks Plus session was associated with a change in post-test score of -0.02 (-0.12, 0.08), which was not significant. → Styles 2014

Evidence¶

Styles 2014¶

Styles, B., Clarkson, R., & Fowler, K. (2014). Chatterbooks: Evaluation Report and Executive Summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581155

q3 · i0 · causal · r3

On-treatment analysis using tutor-log counts of sessions experienced per child, with the median nine sessions for both interventions. The report cautions this analysis may be biased due to self-selection to differing levels of exposure.

"As for the definitive analysis described above, a repeated-measures model was used for the dosage analysis. It revealed no significant effect : having one more session was associated with a change in post -test score of -0.02 (-0.12, 0.08)."

Discussion¶

Learner Variables¶

Time and Continuity — predictor: learners who differ on it differ in outcomes

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`generated`	by `process:wiki-ingest` on `2026-11-01`
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