Tutoring with Alphie showed a small positive but statistically non-significant effect on Year 6 reading comprehension (g=0.11) in the EEF trial¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Pupils receiving Tutoring with Alphie scored slightly higher on the NGRT reading comprehension post-test than controls, but the difference was not statistically significant (g=0.11, 95% CI [-0.13, +0.36], p=0.63). → Centre for Effective Education 2015

Evidence¶

Centre for Effective Education 2015¶

Centre for Effective Education, Queen's University Belfast. (2015). Tutoring with Alphie: Evaluation report and Executive summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581542

q2 · i? · causal · r1

Individually randomised controlled trial analysed by multiple linear regression on the GL Assessment NGRT digital reading comprehension post-test, controlling for KS2 pre-test, gender, FSM eligibility and age; adjusted means were 0.21 (intervention, n=37) versus 0.10 (control, n=35). The "small positive effect" was "not statistically significant".

"A small positive effect of the programme was found ( g=0.11); however, this was not statistically significant with a wide confidence interval. Therefore, the results do not constitute strong evidence that Tutoring with Alphie had an impact on the pupils’ reading comprehension."

Discussion¶

Related Claims¶

• A prior US randomised trial of the underlying approach found small significant positive effects for First Grade but not Second Grade pupils — related
• Schools that persisted with Tutoring with Alphie came to perceive it as beneficial, but felt its content better suited younger readers than Year 6 — related