Table 6Summary GRADE table (Volunteer-delivered tutoring (Teach Your Children Well) (V-TYCW) vs Wait List (WL))

OutcomeSample sizeEffect size (95% CI)QualityInterpretation of effecta
Word reading mean score post-intervention (assessed using the WRAT-4)68MD 4.45 (1.75 to 7.15)Very LowEffect favours intervention group but may be less than the MID
Spelling mean score post-intervention (assessed using the WRAT-4)68MD 7.89 (2.71 to 13.07)Very LowEffect favours intervention group but may be less than the MID
Maths mean score post-intervention (assessed using the WRAT-4)68MD 3.2 (p value=ns)Very LowCould not differentiate
Sentence comprehension mean score post-intervention (assessed using the WRAT-4)68MD 0.86 (p value= ns)Very LowCould not differentiate
Word reading mean score post-intervention (assessed using the WRAT-4)1014.64 (2.01 to 7.27)Very LowEffect favours intervention group but may be less than the MID
Spelling mean score post-intervention (assessed using the WRAT-4)1013.19 (0.55 to 5.83)Very LowEffect favours intervention group but may be less than the MID
Maths mean score post-intervention (assessed using the WRAT-4)1013.84 (0.15 to 7.53)Very LowEffect favours intervention group but may be less than the MID
Sentence comprehension mean score post-intervention (assessed using the WRAT-4)1011.70 (p value= ns)Very LowCould not differentiate
(a)

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

Cover of Interventions to support learning needs for school-aged looked-after children and young people
Interventions to support learning needs for school-aged looked-after children and young people: Looked-After Children and Young People: Evidence review I.
NICE Guideline, No. 205.
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