Claims

Schools combined the three intervention components with considerable variation, and the evaluators concluded the programme would have benefited from a pilot stage

Claim · All claims
Evidence · 1 study · causal r2 · 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? There was considerable variation in how the three components (VEIP, Sounds-Write, Literacy Plus) were combined across schools, leading the evaluators to recommend a pilot stage. → Styles 2014

Evidence

Styles 2014

Styles, B., Stevens, E., Bradshaw, S., & Clarkson, R. (2014). Vocabulary Enrichment Intervention Programme Evaluation Report and Executive Summary. Education Endowment Foundation. http://www.controlled-trials.com/ISRCTN67513320/

q2 · i? · causal · r2

Process-evaluation conclusion drawn from training observations, session observations, teacher logs and telephone interviews with teachers in the twelve schools. The report states there was "considerable variation in the way that the three components of the intervention were combined".

"There was considerable variation in the way that the three components of the intervention were combined. The intervention would therefore have benefited from a pilot stage to refine the elements used in the Full Programme."

Discussion

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