Explore the evidence
1 of 88 decisions · clear everything
Survives the gold standardIndependent, durable, rigorousThe debunked shelfCheap winsFor parents at homeFamous numbers, deflatedWhere we admit ignoranceThe terrain
domain
Your situation · from the applicability layer — absence means “not yet assessed,” never “doesn’t apply”
group / setting
cost
Not at school: the largest randomised trials find nothing on reading, maths or cognition. A small effect on laboratory executive-function tasks is contested, may be real at ~0.2 SD, and is end-of-treatment only.
mixedconf: mediumgc: mediumDoes learning music make children smarter or better at school? · music · ages 4–16
Not yet assessed for this question · 18
- Does arts education raise academic achievement?
- Chronic absenteeism — does raising attendance raise achievement?
- Background knowledge and vocabulary as drivers of reading comprehension
- Physical activity as an input — dose, fitness, and school outcomes
- Explicit instruction vs discovery/inquiry — how much guidance?
- Interleaving (mixing problem types vs blocking)
- Manipulatives and concrete-representational-abstract (CRA) sequences
- Brain Gym, Whole Brain Teaching, and the smaller classroom brain fads
- Should Gardner's multiple intelligences be used as a basis for instruction?
- Breakfast, school meals, and micronutrients — what feeding children actually buys
- Phonemic awareness training (and whether it needs letters)
- Perry Preschool and Abecedarian — what the famous studies actually establish
- Reading-comprehension strategy instruction (reciprocal teaching, summarizing, questioning)
- Reading fluency — guided repeated oral reading, and whether repetition matters
- Reading Recovery and Tier-2 1:1 early-literacy tutoring
- Vision — outdoor time against myopia, and screening and correction for achievement
- Worked examples (studying solutions vs solving problems)
- Early sport specialization, talent selection, and the relative age effect
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