| Outcome | Sample size | Effect size (95% CI) | Quality | Interpretation of effecta |
|---|---|---|---|---|
| Reading accuracy mean score 4-weeks post-intervention (assessed using the Neale Analysis of Reading Ability) | 116 | MD 1.00 (−4.57 to 6.57) | High | No meaningful difference |
| Reading comprehension mean score 4-weeks post-intervention (assessed using the Neale Analysis of Reading Ability) | 116 | MD −0.49 (−6.44 to 5.46) | High | No meaningful difference |
| Reading rate mean score 4-weeks post-intervention (assessed using the Neale Analysis of Reading Ability) | 116 | MD −3.15 (−8.74 to 2.44) | Moderate | Could not differentiate |
| Recreational reading mean score 4-weeks post-intervention (assessed using the Elementary Reading Enjoyment Scale (known as the ‘Garfield Test’)) | 116 | MD −0.81 (−3.47 to 1.87) | Moderate | Could not differentiate |
| Academic reading mean score 4-weeks post-intervention (assessed using the Elementary Reading Enjoyment Scale (known as the ‘Garfield Test’)) | 116 | MD −0.67 (−3.32 to 1.98) | High | No meaningful difference |
| Odds of liking school “a lot” 4-weeks post-intervention (children were asked “Do you like school?” with the option of reply “not really”, “a little” or “a lot”) | 116 | OR 0.68 (0.31 to 1.47) | Low | Could not differentiate |
| Like reading “a lot” 4-weeks post-intervention (children were asked “Do you like reading?” with the option of reply “not really”, “a little” or “a lot”) | 116 | OR 0.93 (0.43 to 2.01) | 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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