Intervention effects did not differ significantly by pre-test score or by National Curriculum reading level¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r3 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The interaction between randomised group and pre-test score was not significant (p=0.47). → Styles 2014 q3 i? The interaction between randomised group and National Curriculum level was not significant (p=0.91). → Styles 2014 (2)

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

Pre-specified subgroup analysis in the pupil-randomised trial, testing moderation of the intervention effect by pre-test score in a regression model equivalent to the primary analysis. The report states the interaction "was not significant (p=0.47)".

"The interaction between intervention and pre-test score was tested in a model equivalent to that used in the primary analysis but including the interaction term. The interaction was not significant (p=0.47)."

Styles 2014 (2)¶

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

Pre-specified subgroup analysis testing moderation by National Curriculum reading level, using a dummy variable for Level 3 (default Level 4/5) and the interaction term in a model equivalent to the primary analysis; the printed result is p=0.91.

"The interaction was not significant (p=0.91)."

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