The two interventions showed no significant transfer effects across domains and no significant impact on Key Stage 1 attainment¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r? · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The literacy intervention did not significantly affect numeracy scores and the numeracy intervention did not significantly affect literacy scores, showing no significant transfer effects. → Worth 2015 q3 i? Neither intervention had a significant impact on Key Stage 1 mathematics, or reading and writing attainment respectively. → Worth 2015 (2)

Evidence¶

Worth 2015¶

Worth, J., Sizmur, J., Ager, R. & Styles, B. (2015). Improving Numeracy and Literacy. Education Endowment Foundation. http://www.isrctn.com/ISRCTN20621819

q3 · i? · causal · r?

Pre-specified secondary analysis in the three-arm trial testing cross-domain transfer between the literacy and numeracy interventions. The report states the programmes had "no significant transfer effects"; no effect size is printed.

"The literacy intervention did not have a significant impact on numeracy scores , and vice versa , showing that the programmes had no significant transfer effects."

Worth 2015 (2)¶

Worth, J., Sizmur, J., Ager, R. & Styles, B. (2015). Improving Numeracy and Literacy. Education Endowment Foundation. http://www.isrctn.com/ISRCTN20621819

q3 · i? · causal · r?

Secondary outcome analysis using Key Stage 1 points derived from teacher-assessed levels. The report notes a risk of bias because the underlying levels were assessed by teachers who participated in the intervention; no effect size is printed.

"Neither the numeracy nor the literacy interventions had a significant impact on Key Stage 1 mathematics, or reading and writing attainment, respectively."

Discussion¶

Related Claims¶

• The PAL pilot found no differences in literacy or numeracy attainment between intervention and control pupils at post-test — related
• EEF interventions showed a small overall narrowing of the literacy attainment gap in favour of FSM pupils, dependent on Key Stage — related
• Neither intervention had a significant impact on the FSM pupil sub-group, though the literacy intervention showed a significant positive interaction with FSM status — related