Higher attendance at the 20-minute daily coaching sessions was associated with a positive impact on reading comprehension, significant only for secondary-school sessions¶
Claim · All claims
Evidence · 1 study · associationalr1·q2
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.
q2 i? Higher attendance at the 20-minute daily coaching sessions had a positive impact on reading comprehension, but this was only statistically significant for attendance at sessions in secondary schools. → Maxwell 2014
Evidence¶
Maxwell 2014¶
Maxwell, B., Connolly, P., Demack, S., O'Hare, L., Stevens, A., & Clague, L. (2014). TextNow Transition Programme: Evaluation Report and Executive Summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581131
q2 · i? · associational · r1
Exploratory dosage analysis of intervention-group participants only, where dosage was defined as the number of days a participant attended a TextNow session; multilevel models tested overall and separate primary/secondary attendance against the three outcome measures. Attendance was not found to affect the secondary attitudinal outcomes.
"Overall attendance at sessions was good, but higher attendance rates at the 20 -minute daily coaching sessions were found to have a positive impact on reading comprehension. However, this was only found to be statistically significant for attendance at sessions in secondary schools."
Discussion¶
Learner Variables¶
- Time and Continuity — predictor: learners who differ on it differ in outcomes
Related Claims¶
- LLI had no impact on secondary students' reading comprehension in the Oakland RCT — related
- LLI had a negative impact on secondary students' mastery of English language arts/literacy standards — related
- The TextNow Transition Programme did not significantly improve reading comprehension at the primary-secondary transition; participating pupils made slightly less progress than controls — related
- The TextNow programme produced no statistically significant difference in enjoyment of reading or motivation to read compared with the comparison group — related
Page metadata
| Field | Value |
|---|---|
status |
review |
generated |
by process:wiki-ingest on 2026-11-01 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.