Training Parents to Help Their Children Read: A Randomized Control Trial
Sylva, Kathy; Scott, Stephen; Totsika, Vasiliki; Ereky-Stevens, Katharina; Crook, Carolyn (2008). British Journal of Educational Psychology, v78 n3 p435-455 . Retrieved from: https://eric.ed.gov/?id=EJ804809
-
examining102Students, gradeK
Practice Guide
Review Details
Reviewed: February 2023
- Practice Guide (findings for Supporting Parents on Kids’ Education in Schools (SPOKES))
- Randomized Controlled Trial
- Meets WWC standards with reservations because it is a randomized controlled trial with high attrition, but the analytic intervention and comparison groups satisfy the baseline equivalence requirement.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
British Ability Scales Word Reading Test |
Supporting Parents on Kids’ Education in Schools (SPOKES) vs. Business as usual |
3 Semesters |
Full sample;
|
25.53 |
19.14 |
No |
-- |
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
-
- B
- A
- C
- D
- E
- F
- G
- I
- H
- J
- K
- L
- P
- M
- N
- O
- Q
- R
- S
- V
- U
- T
- W
- X
- Z
- Y
- a
- h
- i
- b
- d
- e
- f
- c
- g
- j
- k
- l
- m
- n
- o
- p
- q
- r
- s
- t
- u
- v
- x
- w
- y
International
Study Details
Setting
The study took place in London, United Kingdom.
Intervention Group
Interventionists implemented the Supporting Parents on Kids’ Education in Schools (SPOKES) program with parents. There were 12 sessions on behavior management, 10 sessions on literacy, and 6 sessions combining both behavior management and literacy. The literacy training taught the “pause, prompt, and praise” approach as well as a whole-language approach based on Reading Recovery. The intervention also included 2 home visits. The sessions were 150 minutes long and occurred over 3 school terms (semesters).
Comparison Group
Parents had access to a parental helpline, which provided referrals to relevant existing services in the community and listened to parental concerns.
The Incredible Years Intervention Report - Early Childhood Education for Children with Disabilities
Review Details
Reviewed: February 2012
- The study is ineligible for review because it does not take place in the geographic area specified in the protocol.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Please see the WWC summary of evidence for The Incredible Years.
Findings
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Study sample characteristics were not reported.An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.
A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
The WWC reviews studies for WWC products, Department of Education grant competitions, and IES performance measures.
The name and version of the document used to guide the review of the study.
The version of the WWC design standards used to guide the review of the study.
The result of the WWC assessment of the study. The rating is based on the strength of evidence of the effectiveness of the intervention. Studies are given a rating of Meets WWC Design Standards without Reservations, Meets WWC Design Standards with Reservations, or >Does Not Meet WWC Design Standards.
A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
Based on the direction, magnitude, and statistical significance of the findings within a domain, the WWC characterizes the findings from a study as one of the following: statistically significant positive effects, substantively important positive effects, indeterminate effects, substantively important negative effects, and statistically significant negative effects. For more, please see the WWC Handbook.
The WWC may review studies for multiple purposes, including different reports and re-reviews using updated standards. Each WWC review of this study is listed in the dropdown. Details on any review may be accessed by making a selection from the drop down list.
Tier 1 Strong indicates strong evidence of effectiveness,
Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).