Condition category
Not Applicable
Date applied
24/07/2019
Date assigned
29/07/2019
Last edited
06/08/2019
Prospective/Retrospective
Retrospectively registered
Overall trial status
Ongoing
Recruitment status
No longer recruiting

Plain English Summary

Background and study aims
REACH Primary is a programme to support struggling readers. It is delivered by trained Teaching Assistants to individually targeted pupils over a period of 20 weeks during the 2019/20 school year. The project is being run by a team from the University of Leeds, and evaluated by the Sheffield Institute of Education.

Who can participate?
Pupils and Teaching Assistants in schools in the North East, North West, Yorkshire and Humber and Lincolnshire regions of England.

What does the study involve?
Schools were required to identify ten year-3 pupils that are working below the expected standard in reading, and nominate two teaching assistants to deliver the one-to-one support (if randomised into the intervention group). Schools will then be randomly allocated to either receive REACH Primary or to act as a ‘Business as Usual’ control school.
The evaluation will measure the impact of the REACH Primary programme on reading through a standardised test and secondary measures of decoding and language comprehension. The intervention is delivered over twenty weeks through 3 x 30 minute sessions of individual Teaching Assistant support per week for each participating pupil for a 20-week period. Two sessions per week will focus on word recognition/ decoding skills and reading aloud fluently and accurately. The third session targets language comprehension skills. Control schools operate on a business as usual basis.

What are the possible benefits and risks of participating?
Participating pupils in the intervention group will receive a structured programme of individual support, delivered by Teaching Assistants in school and during school hours, which has the potential to improve their progress in reading. Pupils in control schools will continue with whatever support is provided by their school on a business as usual basis. The support sessions will be delivered by Teaching Assistants employed by the school, so pupils will not be in contact with unknown adults. Risks to pupils therefore appear to be negligible.

Where is the study run from?
Sheffield Hallam University, UK

When is the study starting and how long is it expected to run for?
March 2019 to December 2020

Who is funding the study?
Education Endowment Foundation

Who is the main contact?
Dr Martin Culliney
M.Culliney@shu.ac.uk

Trial website

https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/reach-primary/

Contact information

Type

Public

Primary contact

Dr Martin Culliney

ORCID ID

http://orcid.org/0000-0002-7329-8675

Contact details

Sheffield Institute of Education
10101 Arundel Building
Sheffield
S1 1WB
United Kingdom
+44(0)114 2256072
M.Culliney@shu.ac.uk

Additional identifiers

EudraCT number

Nil known

ClinicalTrials.gov number

Nil known

Protocol/serial number

https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/reach-primary/

Study information

Scientific title

Reading with comprehension (REACH) primary, a two-arm cluster randomised trial of a targeted reading support intervention for pupils aged eight

Acronym

REACH Primary

Study hypothesis

The REACH Primary targeted reading support intervention is associated with better reading attainment among participating pupils when compared with a business-as-usual control condition

Ethics approval

Approved 11/02/2019, Sheffield Hallam University Ethical Review Committee (SSH-ResearchEthics@shu.ac.uk) ref: ER12082254

Study design

Multisite cluster randomised trial

Primary study design

Interventional

Secondary study design

Cluster randomised trial

Trial setting

Schools

Trial type

Other

Patient information sheet

https://www.shu.ac.uk/about-us/academic-departments/institute-of-education/research/projects/reach-primary

Condition

Reading

Intervention

Multisite CRT with three levels (school, TA and pupil). Randomisation took place at school level. A total of 79 schools were randomised within five geographical hub areas. 40 were allocated to the intervention and 39 to the control condition. Intervention schools nominate two Teaching Assistants for CPD, which includes three days of training and remote support during the study period.

The intervention is delivered over twenty weeks through 3 x 30 minute sessions of individual Teaching Assistant support per week for each participating pupil for a 20-week period. Two sessions per week will focus on word recognition/ decoding skills and reading aloud fluently and accurately. The third session targets language comprehension skills. Control schools operate on a business as usual basis.

Randomisation was stratified to ensure balance between the intervention and control groups on two school-level controls; geographical hub area and KS1 reading score. The first stratifying variable was geographical region, the five categories are 1) Yorkshire and Humber (North) 2) Yorkshire and Humber (South) 3) North East 4) Lincolnshire and 5) Greater Manchester.

Intervention type

Other

Phase

Drug names

Primary outcome measure

Reading comprehension measured using the GL New Group Reading Test (NGRT), a well-established, multiple-choice test for pupils aged 6 - 16. The digital adaptive version of this test will be used. Baseline tests taken during May 2019 (KS1 Reading). Outcome tests conducted as the pupils are toward the end of Y3 (May-July 2020).

Secondary outcome measures

Tests conducted as the pupils are toward the end of Y3 (May-July 2020):
1. Word recognition/decoding measured using the GL Diagnostic Test of Word Reading Processes (DTWRP).
This has three sets of items that pupils read aloud, 1) 30 exception words which provide a measure of lexical-semantic processes 2) 30 non-words which provide a measure of phonological recoding processes 3) 30 regular words which can be read by either process.
2. Language comprehension measured using the Understanding Spoken Paragraphs subscale of the Clinical Evaluation of Language Fundamentals (CELF -5). Pupils listen to short spoken passages, and after each passage orally respond to a series of comprehension questions.

Overall trial start date

01/12/2018

Overall trial end date

01/12/2020

Reason abandoned (if study stopped)

Eligibility

Participant inclusion criteria

1. Schools in the North East, North West, Yorkshire and Humber and Lincolnshire regions of England.

Participant type

Mixed

Age group

Child

Gender

Both

Target number of participants

780 pupils across 79 schools recruited to the trial

Total final enrolment

780

Participant exclusion criteria

1. Schools outside of travelling distance of the training locations
2. Pupils with no KS1 baseline data

Recruitment start date

01/03/2019

Recruitment end date

18/07/2019

Locations

Countries of recruitment

United Kingdom

Trial participating centre

Sheffield Hallam University
10101 Arundel Building
Sheffield
S1 1WB
United Kingdom

Sponsor information

Organisation

Education Endowment Foundation

Sponsor details

5th Floor
Millbank Tower
21-24 Millbank
London
SW1P 4QP
United Kingdom
0207 802 1676
info@eefoundation.org.uk

Sponsor type

Charity

Website

https://educationendowmentfoundation.org.uk/

Funders

Funder type

Charity

Funder name

Education Endowment Foundation

Alternative name(s)

EEF

Funding Body Type

private sector organisation

Funding Body Subtype

Trusts, charities, foundations (both publically funded and privately funded)

Location

United Kingdom

Results and Publications

Publication and dissemination plan

Project report due for publication on EEF website early 2021.

IPD sharing statement:
The datasets generated during and/or analysed during the current study will be stored in a non-publically available repository. After the project ends, data will be transferred to the EEF data archive, which is only accessible by researchers commissioned by EEF to conduct meta-analysis of EEF data. Participants are informed of archiving requirements at the start of the evaluation.

Intention to publish date

01/02/2021

Participant level data

Stored in repository

Basic results (scientific)

Publication list

Publication citations

Additional files

Editorial Notes

06/08/2019: The total final enrolment was added. 29/07/2019: Trial’s existence confirmed by Education Endowment Foundation (website)