Switch-on Reading shows a considerably higher effect for pupils with special educational needs (+0.33)¶

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? The effect size for SEN pupils (+0.33 on gain scores) is considerably higher than for non-SEN pupils. → 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: SEN pupils (n=225) showed +0.33 (CI 0.04 to 0.57) on gain scores; the report calls it "intriguing that the intervention appears to be especially effective for them".

"A slightly different picture emerges from consideration of pupils reported by their schools to have special needs or specific learning challenges (SEN). The effect size for these pupils is considerably higher than for the rest"

Discussion¶

Learner Variables¶

• Learning Disabilities and Developmental Differences — moderator: an instructional effect differs with it

Related Claims¶

• 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 reading test's floor threshold at a pre-test score of 69 constrains measured gains for the lowest-scoring pupils — related