Previous non-longitudinal analyses of the PRIMR dataset reported statistically significant impacts on English and Kiswahili outcomes, with impacts ranging from .3 to .5 standard deviations.¶

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? Prior analyses of the non-longitudinal PRIMR dataset found statistically significant impacts on English and Kiswahili outcomes, on poor pupils, and in schools with additional TAC tutor support, with impacts of .3 to .5 standard deviations. → Piper 2015

Evidence¶

Piper 2015¶

Piper, B., Bulat, J., & Johnston, A. (2015). Reading Skill Transfer Across Languages: Outcomes from Longitudinal Bilingual Randomized Control Trials in Kenya and Haiti. SREE Spring 2015 Conference Abstract. https://eric.ed.gov/?id=ED562423

q2 · i? · causal · r2

The abstract cites prior published analyses of the non-longitudinal PRIMR dataset, attributing the findings to those studies: "Impacts ranged from .3 to .5 standard deviations." The cited studies were not read for this extraction.

"Previous research using the non-longitudinal dataset from t he PRIMR study shows statistically significant impacts on English and Kiswahili outcomes (Piper, Zuilkowski & Mugenda, 2014); for the poor (Piper, Jepkemei & Kibukho, 2014); and particularly in schools provided additional instructional support by TAC tutors (Piper & Zuilkowski, 2014). Impacts ranged from .3 to .5 standard deviations (Piper & Mugenda, 2014)."

Discussion¶

Related Claims¶

• Longitudinal PRIMR data suggest pupils transferred literacy skills from English to Kiswahili, a direction opposite to that generally suggested by the Western literature. — related
• The PRIMR literacy intervention had a positive impact on Kenyan pupils' literacy outcomes, including letter sound identification fluency, oral reading fluency, reading comprehension, and the percentage of pupils reading at the Ministry of Education benchmark, though not on all combinations of language, grade, and school type. — related
• Frequency of TAC tutors' classroom visits was positively associated with learning outcomes, though the relationship is noncausal — related
• PRIMR's first-year effects on reading comprehension were positive but inconsistent across language, grade, and school type — related
• One year of PRIMR produced statistically significant gains in oral reading fluency in grade 1 formal and nonformal schools and grade 2 nonformal schools, in both English and Kiswahili, but not in grade 2 formal schools — related