The intervention had no statistically significant effect on spelling and grammar scores¶

Claim · All claims
Evidence · 1 study · causal r3 · q3 · i0 negligible
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.

q3 i0 A secondary analysis of 254 pupils found a non-significant decrease of 0.44 marks in spelling and grammar score, an effect size of -0.13 (95% CI -0.51 to 0.25). → Torgerson 2014

Evidence¶

Torgerson 2014¶

Torgerson, D., Torgerson, C., Ainsworth, H., Buckley, H., Heaps, C., Hewitt, C., & Mitchell, N. (2014). Improving Writing Quality: Evaluation Report and Executive Summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581140

q3 · i0 · causal · r3

Secondary analysis repeating the primary multilevel model with spelling and grammar score as the response, on 142 intervention and 112 control pupils. The report found "no evidence of a difference" with an effect size of -0.13; equivalence was not tested.

"There was no evidence of a difference in spelling and grammar score between the allocated groups, with a non -significant decrease of 0 .44 marks for those in the intervention group when compared with those in the control group (p=0.50, 95% CI: -1.72 to 0.84). This relates to an effect size of -0.13 (95% CI: -0.51 to 0.25)."

Discussion¶

Learner Variables¶

Syntax — outcome: instruction changes it

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