SPOKES showed no statistically significant effects on WRMT-R literacy outcomes at six- and twelve-month follow-up for the whole sample¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? At six- and twelve-month follow-up, no statistically significant differences between conditions were found for Letter Identification, Word Identification, or Word Attack. → Tracey 2016

Evidence¶

Tracey 2016¶

Tracey, L., Chambers, B., Bywater, T., & Elliott, L. (2016). SPOKES Evaluation report and executive summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581435

q3 · i? · causal · r2

Follow-up intention-to-treat analyses of the pupil-randomised trial at six months (cohorts 1–5) and twelve months (cohorts 1–2); effect sizes rose across time points but remained non-significant, which the report links to smaller analysed numbers at successive time points.

"Tables 11 and 12 show that at the six- and twelve-month follow-up there were no statistically significant differences between control and intervention conditions for the WRMT-R sub-tests (Letter Identification, Word Identification, and Word Attack)."

Discussion¶

Related Claims¶

• SPOKES showed no statistically significant effect on primary literacy outcomes (Letter ID, Word ID, Word Attack) at immediate post-test in a pupil-randomised efficacy trial — related
• Boys whose parents took part in SPOKES showed positive follow-up effects of about three months' additional progress at six months and about seven months at twelve months on some reading measures — related
• No significant instructional-group effects were detected at the six-month follow-up assessment — related