Some higher-ability pupils found the VEFP too easy and teachers felt such pupils should not have been in the study¶

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Observations and staff interviews indicated that some higher-ability pupils found the programme too easy and teachers felt they should not be in the study. → 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? · qualitative · r?

Process-evaluation finding from observations of intervention sessions and interviews with staff. The report states "some higher-ability pupils found the programme too easy", while pupils generally appeared to engage well with the intervention.

"However, some higher-ability pupils found the programme too easy and teachers felt that they should not be in the study."

Discussion¶

Related Claims¶

• The Vocabulary Enrichment Full Programme showed no statistically significant impact on Year 7 pupils' reading ability in a pupil-randomised controlled trial — related
• The VEFP showed no statistically significant impact on reading for pupils eligible for free school meals — related
• Schools combined the three intervention components with considerable variation, and the evaluators concluded the programme would have benefited from a pilot stage — related
• Teachers perceived Literacy Plus and Sounds-Write as less appropriate or less essential than VEIP, with Sounds-Write aimed at a younger audience than Year 7 — related
• Students avoided metaphorical visualizations they perceived as childish or insufficiently rigorous, signaling disciplinary legitimacy concerns even when the tools could help them — related