| Outcome | Sample size | Effect size (95% CI) | Quality | Interpretation of effecta |
|---|---|---|---|---|
| Word reading mean score post-intervention (assessed using the WRAT-4) | 68 | MD 4.45 (1.75 to 7.15) | Very Low | Effect favours intervention group but may be less than the MID |
| Spelling mean score post-intervention (assessed using the WRAT-4) | 68 | MD 7.89 (2.71 to 13.07) | Very Low | Effect favours intervention group but may be less than the MID |
| Maths mean score post-intervention (assessed using the WRAT-4) | 68 | MD 3.2 (p value=ns) | Very Low | Could not differentiate |
| Sentence comprehension mean score post-intervention (assessed using the WRAT-4) | 68 | MD 0.86 (p value= ns) | Very Low | Could not differentiate |
| Word reading mean score post-intervention (assessed using the WRAT-4) | 101 | 4.64 (2.01 to 7.27) | Very Low | Effect favours intervention group but may be less than the MID |
| Spelling mean score post-intervention (assessed using the WRAT-4) | 101 | 3.19 (0.55 to 5.83) | Very Low | Effect favours intervention group but may be less than the MID |
| Maths mean score post-intervention (assessed using the WRAT-4) | 101 | 3.84 (0.15 to 7.53) | Very Low | Effect favours intervention group but may be less than the MID |
| Sentence comprehension mean score post-intervention (assessed using the WRAT-4) | 101 | 1.70 (p value= ns) | Very Low | Could not differentiate |
No meaningful difference: crosses line of no effect but not line of MID; Could not differentiate: crosses line of no effect and line of MID; May favour: confidence intervals do not cross line of no effect but cross MID; Favours: confidence intervals do not cross line of no effect or MID
From: Interventions to support learning needs for school-aged looked-after children and young people
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