Evaluation of Rhythm for Reading – improving reading ability in Year 7 pupils with low reading ability

ISRCTN ISRCTN10404460
DOI https://doi.org/10.1186/ISRCTN10404460
Secondary identifying numbers N/A
Submission date
04/07/2013
Registration date
29/07/2013
Last edited
24/01/2019
Recruitment status
No longer recruiting
Overall study status
Completed
Condition category
Other
Prospectively registered
Protocol
Statistical analysis plan
Results
Individual participant data

Plain English summary of protocol

Background and study aims
Rhythm for Reading is a ten-week course of weekly ten-minute lessons in which children take part in rhythm-based exercises while reading musical notation. The sessions are delivered by specialists who will later train teachers. The programme was designed by Marion Long. Rhythm for Reading is being tried in order to see whether the programme can improve the reading ability of Year 7 students who have low literacy and/or reading abilities. Should this research discover that Rhythm for Reading is a successful method, then it is hoped that the scheme will be offered to other pupils within the school, as well as hopefully being rolled out to other schools in the future.

Who can participate?
Year 7 students with suitably poor reading/literacy skills can participate in this study.

What does the study involve?
Participants sat a reading ability test in March/April 2013, before being randomly allocated to either attend Rhythm for Reading sessions or to carry on with their normal school curriculum. In July 2013, the students will sit another reading test to find out whether the programme has improved reading/literacy levels above and beyond the improvement gained by the standard curriculum.

What are the possible benefits and risks of participating?
The main benefit to taking part is the chance for pupils to be involved in a new scheme that intends to improve their literacy and reading abilities. There are few disadvantages and risks. The reading and spelling assessments do take a little time to complete but we will ensure they cause minimal disruption to your child’s school work. The assessments may feel challenging and some children may feel a little self-conscious about completing them (for example, if their reading is not as good as they would like it to be). However, all results will remain confidential to the research team and test administrators try to put the participants at their ease throughout.

Where is the study run from?
Six secondary schools in South East London, UK can participate in this study.

When is the study starting and how long is it expected to run for?
The study began in December 2012, with the final report due in October 2013.

Who is funding the study?
It is being funded by the Education Endowment Foundation, UK.

Who is the main contact?
Dr Ben Styles
b.styles@nfer.ac.uk

Contact information

Dr Ben Styles
Scientific

National Foundation for Educational Research
The Mere
Upton Park
Slough
SL1 2DQ
United Kingdom

Phone 01753 637386
Email b.styles@nfer.ac.uk

Study information

Study designRandomised trial with baseline and follow-up reading test
Primary study designInterventional
Secondary study designRandomised controlled trial
Study setting(s)Other
Study typeQuality of life
Participant information sheet Not available in web format; please use the contact details below to request participant information sheet and parental consent letter
Scientific titleRandomised trial of the “Rhythm for Reading” programme for 11-12 year olds considered to be ‘vulnerable’ Level 4 English achievers
Study acronymR4R
Study objectivesDoes the use of the “Rhythm for Reading” scheme improve reading ability in 11 and 12 year-olds with low reading ability.
Ethics approval(s)The pattern of headteacher consent followed by parental opt-out consent was approved by Sarah on behalf of the Code of Practice Committee on 23rd Jan 2013
Health condition(s) or problem(s) studiedStruggling readers/low literacy levels
InterventionThe project will be run as a randomised controlled trial, with a minimum of 400 individual Year 7 pupils across 6 South East London secondary schools randomly assigned to two groups – Rhythm for Reading (treatment group) or standard English curriculum (control group). It will focus on the weakest readers. Children will be extracted from classes and taught in groups of 10 for 10 minutes, once a week. Children in the treatment group received the intervention between April and July 2013, whilst the control group carried on with their normal English lessons. All pupils will be tested using the NGRT at baseline (March/April 2013) and at follow-up (July 2013).
Intervention typeOther
Primary outcome measureOverall reading ability [as measured by the New Group Reading Test (NGRT)]
Both primary and secondary measures come from the NGRT. This was administered to all pupils in the study twice, once in late March/early April 2013, the follow-up in July 2013
Secondary outcome measures1. Reading ability (NGRT subsection)
2. Reading comprehension (NGRT subsection)

Both primary and secondary measures come from the NGRT. This was administered to all pupils in the study twice, once in late March/early April 2013, the follow-up in July 2013
Overall study start date01/12/2012
Completion date31/10/2013

Eligibility

Participant type(s)Patient
Age groupChild
SexBoth
Target number of participants400 minimum
Key inclusion criteriaYear 7 Pupils that were below National Curriculum level 4 in English and/or below level 4 in reading at the end of Key Stage 2. If necessary for sample size, low level 4 readers will also be included.
Key exclusion criteriaYear 7 pupils with National Curriculum level 4 or above in English and reading. Parental opt-out.
Date of first enrolment01/12/2012
Date of final enrolment31/10/2013

Locations

Countries of recruitment

  • England
  • United Kingdom

Study participating centre

National Foundation for Educational Research
Slough
SL1 2DQ
United Kingdom

Sponsor information

Education Endowment Foundation (UK)
Charity

c/o Camilla Nevill
Millbank Tower
21-24 Millbank
London
SW1P 4QP
United Kingdom

Phone 02078020640
Email Camilla.Nevill@eefoundation.org.uk
ROR logo "ROR" https://ror.org/03bhd6288

Funders

Funder type

Charity

Education Endowment Foundation (UK)

No information available

Results and Publications

Intention to publish date
Individual participant data (IPD) Intention to shareNo
IPD sharing plan summaryNot provided at time of registration
Publication and dissemination planNot provided at time of registration
IPD sharing plan

Study outputs

Output type Details Date created Date added Peer reviewed? Patient-facing?
Funder report results results 01/05/2014 No No