Secondary outcomes (sentence completion and passage comprehension subscales) showed no significant effects for either intervention¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i0negligible
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 On the NGRT subscales, sentence completion effect sizes were -0.18 (Chatterbooks) and 0.00 (Chatterbooks Plus), and passage comprehension effect sizes were -0.10 and -0.03, all non-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 · r2
Secondary outcome analysis of the two NGRT subscales at second follow-up, modelled with pre-test score as covariate in the same repeated-measures framework as the primary outcome. All four effect sizes had confidence intervals passing through zero.
"Secondary Sentence completion score -0.18 ( -0.37, 0.01) 0.00 ( -0.19, 0.20) 159 150 145 Secondary Passage comprehension score -0.10 ( -0.28, 0.09) -0.03 ( -0.22, 0.16) 157 148 144"
Discussion¶
Related Claims¶
- Chatterbooks Plus showed no statistically significant effect on reading ability, with an effect size indistinguishable from zero — related
- The VEFP showed no statistically significant effect on the NGRT secondary outcomes of sentence completion or passage comprehension — related
- Chatterbooks showed no statistically significant effect on reading ability among Year 7 pupils below Level 4, with a slightly negative point estimate — related
- Neither intervention showed a statistically significant effect for free-school-meal pupils — related
- The Quest programme showed no statistically significant effect on Year 7 reading comprehension, with a small negative point estimate (Hedges g = -0.04) — related
- No significant differences between control and either intervention group on secondary outcomes (reading and general ability) — related
- Neither NGRT secondary outcome (sentence completion or passage comprehension) showed a statistically significant effect of Rhythm for Reading — related
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