Effective programmes in reading and mathematics: lessons from the Best Evidence Encyclopaedia¹

1. Invited keynote address presented at the second meeting of EARLI SIG 18, Centre for Educational Effectiveness and Evaluation, Leuven, Belgium, August 25–27, 2010. This manuscript was accepted under the guest editorship of Jan Van Damme.

Abstract

This article summarises findings from systematic reviews of research on primary and secondary mathematics, primary and secondary reading, and programmes for struggling readers. All reviews used a common set of procedures, requiring comparisons with control groups and duration of at least 12 weeks. Across hundreds of qualifying studies, a clear pattern emerged. Programmes providing extensive professional development in well-structured methods such as cooperative learning and teaching of metacognitive skills produce much more positive effect sizes than those evaluating either curricular reforms or computer-assisted instruction.

Keywords:

• primary and secondary mathematics programmes
• primary and secondary reading programmes
• struggling readers
• educational research review

Notes

1. Invited keynote address presented at the second meeting of EARLI SIG 18, Centre for Educational Effectiveness and Evaluation, Leuven, Belgium, August 25–27, 2010. This manuscript was accepted under the guest editorship of Jan Van Damme.