Key findings
Instructional Process Programmes (IP)
(Changing the way the teacher teaches, eg co-operative learning)
Studies of programmes that provide extensive professional development to help teachers use well-specified teaching methods had relatively positive effects overall . Mean weighted effect size across 33 studies: +0.21. Particularly positive effects were found for co-operative learning (ES=+0.21 in 10 studies).
Information and Communication Technology (ICT)
(Programmes based on ICT)
Our review showed that ICT also made little difference in reading outcomes. Average effect size across 31 studies: +0.06.
Reading Curricula (Curr)
(Textbooks)
Reading curricula made little difference in reading outcomes. Average effect size across 16 studies: +0.06.
*Overall, 80 studies met the inclusion criteria, of which 25 used random assignment to treatments. Effect sizes (proportion of a standard deviation by which experimental groups exceeded control groups) were averaged across studies, weighting by study sample size.
Primary reading
Educator's summary
As PDF document 
As web pages
Key findings
Full report (186 pages)
As PDF document
