The Evidence on Teaching

Explore the evidence

7 of 88 decisions · clear everything

Survives the gold standardIndependent, durable, rigorousThe debunked shelfCheap winsFor parents at homeFamous numbers, deflatedWhere we admit ignoranceThe terrain
evidencealldrop DA–BA only
evaluatoranyno dev-ledindependent
durabilityanyfollow-up≥1yr≥2yr
what are these? →
sortconfidencerobustfragileA–Z
domain
verdict
confidence
layer
Your situation · from the applicability layer — absence means “not yet assessed,” never “doesn’t apply”
who's delivering
group / setting
cost
outcome class

Comprehension is knowledge — but vocabulary teaching moves standardized comprehension only d≈0.10. The big content-knowledge bet (Core Knowledge lottery, 0.24) is real and unreplicated.

moderate supportconf: mediumgc: low
5/518/48connected:Curriculum choice as a school-leveShould history be built on contentMath curriculum choiceSystematic/explicit phonics vs who+3

Background knowledge and vocabulary as drivers of reading comprehension · reading · ages 5–14

Phonemic awareness transfers to reading only with letters attached: speech-only training peaks near 10 hours and moves reading d=0.19; with print, 0.66.

moderate supportconf: mediumgc: low
6/67/48connected:Systematic/explicit phonics vs who

Phonemic awareness training (and whether it needs letters) · reading · ages 4–7

Guided oral reading works, but the ingredient is volume, not repetition: at equal exposure, re-reading has no edge over wide reading.

moderate supportconf: mediumgc: low
4/46/48

Reading fluency — guided repeated oral reading, and whether repetition matters · reading · ages 6–12

Sort by what the software replaces: adaptive drill inside the school day buys +0.05-0.20 SD; a device, a connection or the teacher buys zero to negative; LLM tutors have no usable evidence at all.

mixedconf: mediumgc: low
53/5339/48connected:Placement and mastery diagnosisMastery learning (teach → test → rTutoringClass-size reduction

Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors? · edtech · ages 5–18 · structure

Classroom order is causally worth a great deal — one disruptive peer costs classmates 3% of adult earnings — yet no branded behaviour programme reliably delivers it and exclusion makes things worse.

mixedconf: mediumgc: low
25/2536/48connected:Talent and trainabilityCan executive function be trained,Should a school buy a social and eAre self-control and grit teachabl

How should a school run its classrooms and its discipline system? · behavior · ages 4–18 · structure

Reading Recovery buys large short-term gains at high cost; the only US long-term estimate is negative. Early 1:1 tutoring works — this model's durability is unproven.

mixedconf: mediumgc: low
5/527/48connected:Systematic/explicit phonics vs who

Reading Recovery and Tier-2 1:1 early-literacy tutoring · reading · ages 5–8

Strategy instruction is a one-time boost, not a trainable skill: six sessions buy what fifty do, and modern at-scale trials are ~null.

mixedconf: mediumgc: low
4/46/48connected:Does teaching grammar improve chilSystematic/explicit phonics vs whoBackground knowledge and vocabularDoes teaching spelling work, and w

Reading-comprehension strategy instruction (reciprocal teaching, summarizing, questioning) · reading · ages 8–14

The URL is the state — any view you build here is a permalink you can hand to someone mid-argument.