Explore the evidence
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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”
who's delivering
group / setting
- nothing assessed yet
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outcome class
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Nothing matches. Where a filter finds nothing, the honest reading is “not yet read,” never “no evidence exists” — see the coverage map for what remains unread.
Not yet assessed for this question · 20
- Acceleration and gifted programs — the label vs the content
- Background knowledge and vocabulary as drivers of reading comprehension
- Explicit instruction vs discovery/inquiry — how much guidance?
- Explicit vs reform/constructivist math instruction
- Fadeout — why early gains disappear, and what actually persists
- Ability grouping and tracking — four practices, four verdicts
- Interleaving (mixing problem types vs blocking)
- Manipulatives and concrete-representational-abstract (CRA) sequences
- Math-fact fluency and timed practice (and the anti-timed-test claims)
- Phonemic awareness training (and whether it needs letters)
- Systematic/explicit phonics vs whole language and balanced literacy
- Reading fluency — guided repeated oral reading, and whether repetition matters
- Retrieval practice (the testing effect)
- Spaced (distributed) practice
- Talent and trainability — what is heritable, and what that does not license
- Teacher quality — selection over credentials and workshops
- Tutoring — the honest effect, the Bloom 2-sigma myth, and what survives scale
- Vision — outdoor time against myopia, and screening and correction for achievement
- Word problems, schema instruction, and the conceptual-vs-procedural question
- Worked examples (studying solutions vs solving problems)
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