The on-treatment analysis revealed a significant positive relationship between total coaching contact time (dosage) and pupils' reading and writing outcomes¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Using coach-log dosage in place of group allocation, the on-treatment analysis found a significant effect of dosage (p < 0.001), though dosage was heavily confounded with school. → Lord 2015

Evidence¶

Lord 2015¶

Lord, P., Bradshaw, S., Stevens, E. and Styles, B. (2015). Perry Beeches Coaching Programme: Evaluation report and Executive summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581144

q2 · i? · causal · r2

On-treatment analysis using coach-log total delivery time as dosage, ranging from 395 to 5,220 minutes (7 to 87 hours) with a median of 3,225 minutes. The report notes the model controlled for school, which was heavily confounded with dosage.

"The 'on-treatment' analysis— taking into account the extent of delivery and those that switched groups —revealed a significant effect of dosage (p < 0.001)."

Discussion¶

Learner Variables¶

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

Related Claims¶

• An on-treatment analysis found no significant effect of intervention dosage on reading outcomes — related
• An on-treatment analysis found no significant effect of intervention dosage on reading outcomes — related
• An on-treatment dosage analysis found no significant relationship between number of sessions attended and reading outcomes — related
• Higher attendance at the 20-minute daily coaching sessions was associated with a positive impact on reading comprehension, significant only for secondary-school sessions — related
• Coaching dosage shows precisely estimated null effects: more coaching hours are not associated with larger program effects — related
• The programme appeared more effective when coaches were highly trained, enthusiastic and committed and when secondary schools worked closely with feeder primaries — related
• Tier 2 dosage and scheduling findings are mixed: more frequent kindergarten sessions helped, but first-grade studies found no outcome differences across 16-hour and 32-hour schedules — related
• No relationship was found between treatment dosage variables and students' response to the NS1 intervention — related