Condition category
Not Applicable
Date applied
26/09/2013
Date assigned
15/10/2013
Last edited
15/10/2013
Prospective/Retrospective
Retrospectively registered
Overall trial status
Completed
Recruitment status
No longer recruiting

Plain English Summary

Background and study aims
'Mathematics and Reasoning' is a numeracy intervention that develops children’s understanding of the logical principles underlying mathematics. 'Literacy and Morphemes' is a literacy intervention that sees children being taught about morphemic spelling , which aids children’s spelling and also their reading comprehension. The lessons are all delivered through electronic resources, including PowerPoint presentations (which the teachers use for whole class teaching) and online games (that the children can access at school and at home).

Who can participate?
Pupils aged 6 and 7 years in year 2 of infant/primary school.

What does the study involve?
Each of the two programmes requires teachers to be trained for one day in the approaches prior to the intervention starting. The programmes last for 12 weeks, with children receiving one hour of instruction per week.
Participating schools will be randomly allocated to one of the 3 groups: either one of the two interventions or their normal lessons in literacy and numeracy. Pupils' literacy and numeracy ability will be tested before randomisation and again at the end of the school year, to determine the impact of the interventions.

What are the possible benefits and risks of participating?
The programme may improve pupils' literacy and numeracy ability.

Where is the study run from?
The study is being run by National Foundation for Educational Research, Slough, UK. Many schools are expected to be in the Oxfordshire, Berkshire, Buckinghamshire counties. However, adverts have been placed in the national press, so any school fitting the criteria and that approaches the National Foundation for Educational Research is eligible.

When is the study starting and how long is it expected to run for?
The study started in January 2013 and will run until September 2014.

Who is funding the study?
Education Endowment Foundation

Who is the main contact?
Jack Worth
j.worth@nfer.ac.uk

Trial website

Contact information

Type

Scientific

Primary contact

Mr Jack Worth

ORCID ID

Contact details

The Mere
Upton Park
Slough
SL1 2DQ
United Kingdom
+44 (0)1753 637392
j.worth@nfer.ac.uk

Additional identifiers

EudraCT number

ClinicalTrials.gov number

Protocol/serial number

N/A

Study information

Scientific title

Evaluation of the University of Oxford improving numeracy and literacy programme: cluster randomised controlled trial

Acronym

Study hypothesis

The use of 'Literacy and Morphemes' and 'Mathematics and Reasoning' teaching programmes increase Year 2 pupils' development of literacy and numeracy ability respectively.

Ethics approval

National Foundation for Educational Research Code of Practice Committee

Study design

Cluster randomised trial

Primary study design

Interventional

Secondary study design

Randomised controlled trial

Trial setting

Other

Trial type

Quality of life

Patient information sheet

Not available in web format, please use the contact details below to request a patient information sheet

Condition

Educational attainment

Intervention

Participants are randomised into one of three groups:
1. Literacy intervention: 20 schools and 800 pupils receiving the literacy programme over 12 weeks
2. Numeracy intervention: 20 schools and 800 pupils receiving the numeracy programme over 12 weeks
3. Control: 20 schools and 800 pupils receiving normal lessons in literacy and numeracy

Intervention type

Other

Phase

Not Applicable

Drug names

Primary outcome measures

1. Total test scores from the Progress in English test (for the literacy intervention)
2. Progress in Maths test (for the numeracy intervention)

Secondary outcome measures

1. Test the impact of the interventions on pupils of differing abilities
2. Analyse the differential impact of the interventions on free school meal (FSM) and non-FSM pupils, and English as an additional language (EAL) and non-EAL pupils
3. Analyse the impact of the interventions on end of Key Stage 1 reading, writing and maths
4. Analyse the impact on specific domains of the tests where the interventions are thought to have a particular effect: specifically, ‘Grammar’ and ‘Reading non-narrative’ and ‘Solving routine problems’
5. Analyse any transfer effects, testing the impact of the numeracy intervention on literacy test scores, and of the literacy intervention on numeracy test scores

Overall trial start date

01/06/2013

Overall trial end date

15/01/2015

Reason abandoned

Eligibility

Participant inclusion criteria

Pupils aged 6 and 7 years in year 2 of infant/primary schools from the South of England

Participant type

Patient

Age group

Child

Gender

Both

Target number of participants

60 schools

Participant exclusion criteria

Parental opt-out

Recruitment start date

01/06/2013

Recruitment end date

15/01/2015

Locations

Countries of recruitment

United Kingdom

Trial participating centre

The Mere
Slough
SL1 2DQ
United Kingdom

Sponsor information

Organisation

The Education Endowment Foundation (UK)

Sponsor details

9th Floor
Millbank Tower
21 – 24 Millbank
London
SW1P 4QP
United Kingdom
+44 (0)20 7802 1676
info@eefoundation.org.uk

Sponsor type

Charity

Website

http://educationendowmentfoundation.org.uk/

Funders

Funder type

Charity

Funder name

The Education Endowment Foundation (UK)

Alternative name(s)

Funding Body Type

Funding Body Subtype

Location

Results and Publications

Publication and dissemination plan

Not provided at time of registration

Intention to publish date

Participant level data

Not provided at time of registration

Results - basic reporting

Publication summary

Publication citations

Additional files

Editorial Notes