Among FSM pupils, Rapid Phonics showed small non-significant effects on single word reading (0.2) and non-word reading (0.3) but not reading comprehension¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i1 small
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 In the FSM subgroup analysis, effect sizes of 0.2 (SWRT) and 0.3 (PhAB) favoured intervention over control, but reading comprehension showed -0.07 and none of the measures were statistically significant. → 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 · i1 · causal · r2

Subgroup multilevel model for FSM pupils within the same randomised trial (Table 9); printed effect sizes were 0.2 (SWRT) and 0.3 (PhAB), with FSM subgroup MDES values of 0.58 (NGRT), 0.44 (SWRT) and 0.51 (PhAB). The executive summary table reports -0.07 (-0.36, 0.23) for 93 FSM pupils overall.

"A separate model, using intention to treat, was calculated for FSM pupils (presented in Table 9 below ) which revealed small effect sizes of 0.2 and 0.3 relating to single word reading and non -word reading respectively (intervention compared to control) . No improvement was detected in respect of reading comprehension (-0.07). None of these measures are statistically significant."

Discussion¶

Learner Variables¶

• Decoding — outcome: instruction changes it

Related Claims¶

• 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) — related
• The FSM subgroup effect of Rhythm for Reading (effect size 0.11) was not statistically significant — related
• The intervention showed no evidence of differentially benefiting pupils eligible for free school meals in any of the schools — related
• RLC showed no differential impact for pupils eligible for free school meals — related
• Rapid Phonics delivered across the primary-secondary transition showed no significant effect on reading comprehension (primary outcome) — related
• Rapid Phonics showed no detectable effect on single word reading and no summer fall-back in word reading — related
• Rapid Phonics showed a small, statistically non-significant positive effect on non-word reading — related