| Outcome | Sample size | Effect size (95% CI) | Quality | Interpretation of effect |
|---|---|---|---|---|
| Word reading mean score post-intervention (assessed using the Wide Range Achievement Test Fourth Edition (WRAT-4)) | 77 | MD 2.54 (−1.22 to 6.30) | Very Low | Could not differentiate |
| Spelling mean score post-intervention (assessed using the WRAT-4) | 77 | MD −1.2 (−8.26 to 5.86) | Very Low | Could not differentiate |
| Maths mean score post-intervention (assessed using the WRAT-4) | 77 | MD 5.8 (1.58 to 10.02) | Very Low | Effect favours intervention group but may be less than the MID |
| Sentence comprehension mean score post-intervention (assessed using the WRAT-4) | 77 | MD 4.53 (0.41 to 8.65) | Very Low | Effect favours intervention group but may be less than the MID |
| Reading composite mean score post-intervention (assessed using the WRAT-4) | 77 | MD 3.79 (−0.60 to 8.18) | Very Low | Could not differentiate |
From: Interventions to support learning needs for school-aged looked-after children and young people
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