Using raw rather than age-standardised scores reverses the FSM picture, yielding +0.36 for FSM-eligible pupils¶
Claim · All claims
Evidence · 1 study · causalr3·q3·i1small
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 i1 Re-analysis with raw scores (before standardisation, lower limit 69) produced an effect size of +0.36 for FSM-eligible pupils, larger than the standardised-score result. → Gorard et al. 2014
Evidence¶
Gorard et al. 2014¶
Stephen Gorard, Beng Huat See, Nadia Siddiqui. (2014). Switch-on Reading: Evaluation Report and Executive Summary. Education Endowment Foundation. https://educationendowmentfoundation.org.uk/evaluation
q3 · i1 · causal · r3
Sensitivity analysis for the 98 FSM-eligible pupils using raw gain scores; the printed effect size was +0.36, and the report concludes that "the 69 threshold led to an underestimate of the gains for FSM-eligible children".
"the analysis was also re-run using the raw scores (age before standardisation and the lower limit of 69 was imposed). This produced an effect size of +0.36 , which is actually larger than the overall result using the standardised scores."
Discussion¶
Related Claims¶
- EEF-funded interventions improved FSM pupils' literacy outcomes with a pooled effect size of 0.06, equivalent to about one month's progress — a broader claim this one bears on
- The trial found a statistically significant negative literacy impact for FSM-eligible pupils, treated with caution — related
- Neither intervention had a significant impact on the FSM pupil sub-group, though the literacy intervention showed a significant positive interaction with FSM status — related
- Small group and one-to-one interventions produced larger literacy gains for FSM pupils than whole class or whole school approaches — related
- The gain-score effect of Switch-on Reading is smaller for FSM-eligible pupils (+0.05) than for non-FSM pupils (+0.31) — related
- The Switch-on Reading effect is confirmed when analysed as a post-test-only design (+0.24) — related
- The reading test's floor threshold at a pre-test score of 69 constrains measured gains for the lowest-scoring pupils — related
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