The LIT programme showed no statistically significant impact on reading ability at the Year 7 year-group level¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Reading scores of Year 7 pupils in LIT schools rose 0.09 SD more than control pupils, but this was not statistically significant. → Crawford and Skipp 2014

Evidence¶

Crawford and Skipp 2014¶

Claire Crawford, Amy Skipp. (2014). LIT Programme Evaluation Report and Executive Summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581139

q3 · i? · causal · r2

Randomized controlled trial comparing all Year 7 pupils in 19 treatment schools with 15 control schools (2,889 vs 1,524 pupils with useable data). The effect size of 0.09 (95% CI -0.04, 0.22) was not significant, equivalent to +1 month's progress. The evaluation reports "statistical tests indicate that this estimate is not ‘significant’".

"the reading scores of Year 7 pupils in schools running the LIT programme rose 0.09 standard deviations more over the course of the year than those of similar Year 7 pupils in control schools. This effect size of 0.09 is equivalent to 1 month’s additional progress in reading. However, statistical tests indicate that this estimate is not ‘significant’"

Discussion¶

Learner Variables¶

• Reading and Language — outcome: instruction changes it

Related Claims¶

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• Teachers reported LIT facilitated healthy debate, increased pupil confidence and promoted independent learning, but not for pupils with underlying cognitive issues — related
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