The gain-score effect of Switch-on Reading is smaller for FSM-eligible pupils (+0.05) than for non-FSM pupils (+0.31)¶

Claim · All claims
Evidence · 1 study · causal r3 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? On gain scores the effect size is +0.05 for FSM-eligible pupils versus +0.31 for non-FSM pupils, suggesting the intervention may be less effective for the most disadvantaged. → 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 · i? · causal · r3

Subgroup analysis of the randomised trial: FSM pupils (n=98) gained +0.05 (CI -0.34 to 0.45) while non-FSM pupils (n=210) gained +0.31 on gain scores. The report says the finding "may, however, suggest that Switch -on is not particularly effective for the most disadvantaged pupils".

"If the pupils are separated into those eligible for free school meals (FSM) and others, the effect size assessed on the basis of gain scores is smaller for FSM pupils"

Discussion¶

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
• Using raw rather than age-standardised scores reverses the FSM picture, yielding +0.36 for FSM-eligible pupils — related
• Fresh Start showed positive progress results for FSM-eligible pupils and for all pupil sub-groups, though these findings are less secure — related
• The coaching programme had a similar effect for FSM-eligible pupils as for their peers — 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
• EverFSM pupils in Children's University schools made 1 additional month's progress in maths, no additional progress in reading, and small gains in teamwork and social responsibility — related
• Subgroup analyses by gender, ethnicity, free school meal status and baseline ability all showed point estimates near zero with wide confidence intervals. — related
• Passive dissemination showed no evidence of improving literacy attainment for the subgroup of pupils who have ever been eligible for free school meals — related
• Switch-on Reading shows a considerably higher effect for pupils with special educational needs (+0.33) — related