The Vocabulary Enrichment Full Programme showed no statistically significant impact on Year 7 pupils' reading ability in a pupil-randomised controlled trial¶
Claim · All claims
Evidence · 1 study · causalr3·q3
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.
q3 i? In a two-arm pupil-randomised controlled trial across twelve schools, the VEFP intervention group did not differ significantly from the business-as-usual control group on the NGRT composite reading score. → 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/
q3 · i? · causal · r3
Pupil-randomised controlled trial in twelve Bolton secondary schools; 649 Year 7 pupils randomised, final intention-to-treat analysis on 282 intervention and 288 control pupils. The ANOVA showed "no significant impact of the intervention (F=0.27, p=0.60, n=596)". Effect size 0.06 (95% CI -0.06, 0.18), p=0.346, not significant.
"An ANOVA of post-test reading score by randomised group showed no significant impact of the intervention (F=0.27, p=0.60, n=596)."
Discussion¶
Learner Variables¶
- Reading and Language — outcome: instruction changes it
Related Claims¶
- The VEFP showed no statistically significant impact on reading for pupils eligible for free school meals — related
- Some higher-ability pupils found the VEFP too easy and teachers felt such pupils should not have been in the study — related
- Intervention effects did not differ significantly by pre-test score or by National Curriculum reading level — related
- The VEFP showed no statistically significant effect on the NGRT secondary outcomes of sentence completion or passage comprehension — a narrower finding that bears on this claim
- 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
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