Schools delivered very few RTI sessions in practice, making it impossible to implement, monitor and adjust the intervention as intended¶
Claim · All claims
Evidence · 1 study · qualitativer?·q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Some schools implemented only a small number of sessions, which prevented implementing, monitoring and adjusting the intervention as intended. → Gorard et al. 2014
Evidence¶
Gorard et al. 2014¶
Stephen Gorard, Nadia Siddiqui, Beng Huat See. (2014). Response to Intervention: Evaluation Report and Executive Summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581264
q2 · i? · qualitative · r?
Process evaluation of the trial, based on field visits, observations and interviews in five schools. The report found the end-of-Year 6 timing made the intervention necessarily brief and in competition with other end-of-school activities, with some schools delivering very few sessions compared to prior studies involving 20 or more hours of tuition.
"Some schools were only able to implement a small number of sessions, which made it impossible to implement, monitor and adjust the intervention as intended."
Discussion¶
Related Claims¶
- Implementation fell short of the intended dosage: very few learners received two 15-minute sessions weekly for 30 weeks, mainly due to timetabling and absence — related
- Implementation of the FLL intervention varied widely, with some schools delivering fewer weeks and some omitting the linked English literacy component — related
- Nearly a quarter of schools failed to deliver the intervention, and successful implementation required senior-leader support, dedicated space, staff time and a timetabled slot — related
- Most Oakland secondary students receiving LLI fell short of the recommended minimum number of sessions — related
- Implementation fidelity of Switch-on was compromised in some schools, with modifications to prescribed content, duration and format of sessions — related
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