Independent Evaluation of using self-regulated strategy development (SRSD) and memorable experiences to improve writing quality
| ISRCTN | ISRCTN11002306 |
|---|---|
| DOI | https://doi.org/10.1186/ISRCTN11002306 |
| Secondary identifying numbers | V3 26.01.2015 |
- Submission date
- 02/02/2015
- Registration date
- 04/02/2015
- Last edited
- 17/08/2022
- Recruitment status
- No longer recruiting
- Overall study status
- Completed
- Condition category
- Other
Plain English summary of protocol
Background and study aims
In 2013 approximately 85,000 pupils left primary school in England without having attained the suggested required level in writing (Department for Education, 2013). The aim of this project is to evaluate the effectiveness of a writing intervention called ‘Self-Regulated Strategy Development (SRSD) with memorable experiences’ on the writing skills of pupils in Year 5 and Year 6. The intervention has shown promise in previous research and this project will evaluate whether it can be delivered on a larger scale in a UK context.
The intervention will train teachers through a CPD programme to implement SRSD in their classrooms. SRSD is a writing process model in which students are encouraged to plan, draft, edit and revise their writing. SRSD is a strategy (originating in the United States in the 1990s), which provides a clear structure to assist writers and can be used for most genres of writing, including narrative writing. Alongside this schools will receive funding so children can undertake ‘memorable experiences’ to provide stimulus for children’s writing practice.
Who can participate?
Approximately 80 schools, from Lincolnshire and the Leeds areas will take part in the project. All children in Year 5 and Year 6 in the 2015/2016 academic year from participating schools will be eligible for the study (approximately 7200 children).
What does the study involve?
Approximately 40 schools will be randomly allocated to the SRSD group and 40 schools to the control group.
SRSD group - schools will receive training in SRSD during June 2015. Schools will be supported to deliver SRSD with memorable experiences to Year 5 and 6 pupils during the academic year 2015/2016 beginning in September 2015 and to continue with the Year 5 pupils when they move into Year 6 in the 2016/2017 academic year.
Control group - schools will be asked to continue with usual teaching with Year 5 and 6 pupils in the 2015/2016 academic year and to continue with usual teaching with the Year 5 pupils when they move into Year 6 in the 2016/2017 academic year. To encourage schools to take part in the trial, schools in the control group will receive training in SRSD and funding for memorable experiences, in 2016, and can deliver the intervention to pupils not in the study.
What are the possible benefits and risks of participating?
Not provided at time of registration
Where is the study run from?
Run from York Trials Unit, UK and recruiting from 80 schools from Lincolnshire and the Leeds areas.
When is the study starting and how long is it expected to run for?
From to October 2014 to March 2018
Who is funding the study?
Education Endowment Foundation
Who is the main contact?
Mrs Hannah Ainsworth
hannah.ainsworth@york.ac.uk
Contact information
Public
York Trials Unit
Lower Ground Floor
ARRC Building
Health Sciences
University of York
Heslington
York
YO10 5DD
United Kingdom
| Phone | +44 01904 328158 |
|---|---|
| hannah.ainsworth@york.ac.uk |
Study information
| Study design | Pragmatic cluster randomised controlled trial, with wait list at the level of the school |
|---|---|
| Primary study design | Interventional |
| Secondary study design | Cluster randomised trial |
| Study setting(s) | School |
| Study type | Other |
| Scientific title | Independent Evaluation of using self-regulated strategy development (SRSD) and memorable experiences to improve writing quality: one cluster randomised controlled trial with two primary outcomes |
| Study acronym | SRSD Evaluation |
| Study objectives | What is the effectiveness of SRSD with memorable experiences when delivered for one year to pupils in Year 6 compared with ‘teaching as usual’ on the writing skills of participating children? What is the effectiveness of SRSD with memorable experiences when delivered for two years to pupils beginning in Year 5 and moving into Year 6 compared with pupils receiving ‘usual teaching’ on the writing skills of participating children? References: Andrews R, Torgerson C, Low G, McGuinn N, Robinson A (2006). Teaching argumentative non-fiction writing to 7–14 year olds: a systematic review of the evidence of successful practice. Technical report. In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London Department of Education (2013). ‘National Curriculum Assessments at Key Stage 2 in England, 2013’. (Revised) (Reference IdL SFR51/2013). Statistical First Release. Torgerson D, Torgerson C, Ainsworth H, Buckley H, Heaps C, Hewitt C, Mitchell M, (2014).Improving Writing Quality: Evaluation Report and Executive Summary, Education Endowment Foundation. Available online at: http://educationendowmentfoundation.org.uk/uploads/pdf/EEF_Evaluation_Report_-_Improving_Writing_Quality_-_May_2014_v2.pdf |
| Ethics approval(s) | 1. Durham University School of Education Ethics Committee, 09/02/2015 2. University of York Health Sciences Research Governance Committee (by Chair’s Action), 30/06/2015 |
| Health condition(s) or problem(s) studied | Writing skills |
| Intervention | Self-regulated strategy development (SRSD) is a writing process model in which students are encouraged to plan, draft, edit and revise their writing. SRSD is a strategy which provides a clear structure to assist writers and can be used for most genres of writing, including narrative writing. This trial will evaluate the 'at scale' continuing professional development (CPD) training programme in SRSD delivery for Year 5 and Year 6 teachers. Schools in the intervention group will receive training in SRSD during June 2015. Schools will be supported to deliver SRSD with memorable experiences to Year 5 and 6 pupils during the academic year 2015/2016 beginning in September 2015 and to Year 6 pupils in the 2016/2017 academic year. Schools will receive funding to support memorable experiences. Schools in the control group will be asked to continue with usual teaching with Year 5 and 6 pupils in the 2015/2016 academic year. From June 2016 control schools will receive training in SRSD, and will be supported to deliver SRSD with memorable experiences to pupils in Year 5 (and Year 4 if they wish) in the 2016/2017 academic year. Schools will receive funding to support memorable experiences. Schools will be explicitly asked not to deliver SRSD to pupils currently in Year 6 in the 2016/2017 academic year. |
| Intervention type | Other |
| Primary outcome measure | Current primary outcome measures as of 24/01/2019: 1. KS2 English writing results for children in Year 6 in the 2015/2016 academic year 2. Progress in writing for children in Year 6 in the 2016/2017 academic year measured using a test that drew on components of historical KS2 assessments (past KS2 writing papers) independently administered and marked Previous primary outcome measures: 1. KS2 English writing results for children in Year 6 in the 2015/2016 academic year 2. KS2 English writing results for children in Year 6 in the 2016/2017 academic year |
| Secondary outcome measures | Current secondary outcome measures as of 24/01/2019: For children in Year 6 in the 2015/2016 academic year: 1. KS2 Reading 2. KS2 Spelling, Punctuation and Grammar 3. KS2 Maths 4. Long term follow-up using data from the National Pupil Database. For children in Year 6 in the 2016/2017 academic year: 1. KS2 writing (national test) 2. KS2 Reading 3. KS2 Spelling, Punctuation and Grammar 4. KS2 Maths 5. Long term follow-up using data from the National Pupil Database. Previous secondary outcome measures: For children in Year 6 in the 2015/2016 academic year: 1. KS2 Reading 2. KS2 Spelling, Punctuation and Grammar 3. KS2 Maths 4. Long term follow-up using data from the National Pupil Database. For children in Year 6 in the 2016/2017 academic year: KS2 Reading KS2 Spelling, Punctuation and Grammar KS2 Maths Long term follow up using the National Pupil Database. |
| Overall study start date | 06/10/2014 |
| Completion date | 31/03/2018 |
Eligibility
| Participant type(s) | Other |
|---|---|
| Age group | Child |
| Sex | Both |
| Target number of participants | SRSD for 1 year: 80 schools with 3,600 children in total (i.e., 45 per school). SRSD for 2 years: 70 schools with 3,150 children in total (i.e., 45 per school) |
| Key inclusion criteria | Primary schools from Leeds and Lincolnshire |
| Key exclusion criteria | 1. Primary schools in an Ofsted category 2. Primary schools who cannot teach Year 6 separately |
| Date of first enrolment | 09/02/2015 |
| Date of final enrolment | 23/03/2015 |
Locations
Countries of recruitment
- England
- United Kingdom
Study participating centre
ARRC Building
Health Sciences
Heslington
York
YO10 5DD
United Kingdom
Sponsor information
University/education
Sue Final, Intellectual Property Manager
University of York
Research Innovation Office
Innovation Centre
York Science Park
York
YO10 5DG
England
United Kingdom
"ROR" |
https://ror.org/04m01e293 |
|---|
Funders
Funder type
Research organisation
No information available
Results and Publications
| Intention to publish date | 30/04/2018 |
|---|---|
| Individual participant data (IPD) Intention to share | No |
| IPD sharing plan summary | Stored in repository |
| Publication and dissemination plan | A final report will be published on the Education Endowment Foundations website. Journal publications will also be prepared |
| IPD sharing plan | - |
Study outputs
| Output type | Details | Date created | Date added | Peer reviewed? | Patient-facing? |
|---|---|---|---|---|---|
| Funder report results | results | No | No | ||
| Protocol (other) | 28/07/2015 | 17/08/2022 | No | No | |
| Protocol (other) | 28/01/2015 | 17/08/2022 | No | No | |
| Protocol (other) | 17/08/2022 | No | No | ||
| Protocol (other) | 17/08/2022 | No | No |
Editorial Notes
17/08/2022: Protocols added.
24/01/2019: The following changes have been made:
1. The ethics approval dates have been added.
2. The primary outcome measures have been changed.
3. The secondary outcome measures have been changed.
16/11/2018: Publication reference added.
