Explore the evidence
3 of 88 decisions · clear everything
Survives the gold standardIndependent, durable, rigorousThe debunked shelfCheap winsFor parents at homeFamous numbers, deflatedWhere we admit ignoranceThe terrain
domain
- math6
- reading5
- arts4
- character4
- health4
- science4
- writing4
- debunked3
- early childhood2
- history civics2
- homeschool2
- practice2
- transfer2
- assessment1
- behavior1
- computer science1
- curriculum1
- edtech1
- feedback1
- foreign language1
- instruction style1
- mastery1
- motor skills1
- music1
- physical development1
- practical1
- school structure1
- sport1
- teachers1
- time1
layer
survival prior
Your situation · from the applicability layer — absence means “not yet assessed,” never “doesn’t apply”
who's delivering
group / setting
outcome class
Explicit code teaching beats little-or-no-phonics for word reading — largest in K-1 and at-risk readers; near-null for comprehension and past grade 3. The whole-language contrast is real but the smallest measured.
strong supportconf: highgc: low18/1836/48connected:Does teaching a growth mindset raiDoes homeschooling raise achievemePhonemic awareness training (and wReading-comprehension strategy ins+3
Systematic/explicit phonics vs whole language and balanced literacy · reading · ages 4–9
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: low5/518/48connected: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
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: low4/46/48connected: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
Not yet assessed for this question · 2
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