Baseline factors of gender, free school meal status and SEN showed no significant moderation of the intervention effect¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Further analyses including gender, free school meal status and SEN found no evidence that these baseline factors had any significant effect on outcomes. → King 2015

Evidence¶

King 2015¶

King, B., & Kasim, A. (2015). Rapid Phonics Evaluation Report and Executive Summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581293

q3 · i? · causal · r2

Secondary moderator analyses of the randomised trial's multilevel model, with results presented in Table 11 in the Appendix. No effect sizes are printed for these moderator tests, so no magnitude is reported here.

"Further analyses taking into account other factors such as gender, free school meal status and SEN were performed without evidence that these baseline factors had any significant affect ."

Discussion¶

Learner Variables¶

• Socioeconomic Status — moderator: an instructional effect differs by group

Related Claims¶

• Subgroup analyses by gender, ethnicity, free school meal status and baseline ability all showed point estimates near zero with wide confidence intervals. — related
• The VEFP showed no statistically significant impact on reading for pupils eligible for free school meals — a narrower finding that bears on this claim
• Sub-group analysis found no significant interactions with pupil gender or free school meal eligibility — a narrower finding that bears on this claim
• FSM-eligible pupils made around five additional months' progress under TDTS (effect size +0.38), though this finding has lower security — reports the opposite
• Passive dissemination showed no evidence of improving literacy attainment for the subgroup of pupils who have ever been eligible for free school meals — a narrower finding that bears on this claim
• For pupils entitled to free school meals, Butterfly Phonics showed no statistically significant effects on any outcome (NGRT g = 0.16, SWRT g = 0.42, PhAB g = 0.18) — a narrower finding that bears on this claim
• RLC showed no differential impact for pupils eligible for free school meals — a narrower finding that bears on this claim
• Neither intervention showed a statistically significant effect for free-school-meal pupils — a narrower finding that bears on this claim
• Rapid Phonics delivered across the primary-secondary transition showed no significant effect on reading comprehension (primary outcome) — related
• Ever-FSM-eligible children in FLL classes made an estimated 2 months' fewer progress than other ever-eligible children, with very low confidence — related