Evaluation of a Year 1 Reading Support Programme
| ISRCTN | ISRCTN37208856 |
|---|---|
| DOI | https://doi.org/10.1186/ISRCTN37208856 |
| Secondary identifying numbers | V1.0 |
- Submission date
- 07/03/2018
- Registration date
- 16/04/2018
- Last edited
- 05/01/2023
- Recruitment status
- No longer recruiting
- Overall study status
- Completed
- Condition category
- Mental and Behavioural Disorders
Plain English summary of protocol
Background and study aims
A global goal of education is to improve standards of literacy (the ability to read and write). In England, the latest national results for children in years 3-6, aged 7-11 (key stage 2) indicate that only 71% of pupils met the expected standard in reading (DfE 2017). As such it is important that research continues to find effective approaches to increase literacy skills.
Who can participate?
Year 1 pupils in participating schools
What does the study involve?
Participating schools are randomly assigned to one of three groups:
Those in the first group deliver a programme (ABRA) to small groups of participants via online software. This is conducted by a specially trained member of staff for four 15 minute sessions per week.
Those in the second group also have four 15 minute sessions per week but the ABRA programme is delivered using a paper based version.
Schools in the control group continue with usual teaching with a small group of pupils (approx. 5 pre-randomsiation) and deliver additional small group teaching similar to that which is being delivered in the intervention schools. The content of this additional small group teaching is completely up to the school but must be literacy based and cannot be ABRA.
What are the possible benefits and risks of participating?
There are no direct benefits or risks for those taking part in the study.
Where is the study run from?
201 primary schools in West Midlands, East Midlands, Newcastle, Teeside and Manchester (UK)
When is the study starting and how long is it expected to run for?
May 2017 to March 2022
Who is funding the study?
Education Endowment Foundation (UK)
Who is the main contact?
Kerry Bell, kerry.bell@york.ac.uk
Contact information
Scientific
York Trials Unit
Department of Health Sciences
Faculty of Sciences
ARRC Building
University of York
York
YO10 5DD
United Kingdom
 ORCID ID |
0000-0001-8461-2183 |
|---|
Study information
| Study design | Pragmatic three-arm cluster randomised effectiveness trial |
|---|---|
| Primary study design | Interventional |
| Secondary study design | Cluster randomised trial |
| Study setting(s) | School |
| Study type | Other |
| Participant information sheet | Not available in web format, please use the contact details below to request a patient information sheet |
| Scientific title | Independent evaluation of small group reading support programmes to improve literacy in Year 1 pupils: a three-armed cluster randomised controlled trial |
| Study acronym | ABRA |
| Study objectives | This study aims to investigate the effectiveness of an ICT based small group reading support programme (ABRA) delivered at scale and an equivalent non-ICT small group reading support programme delivered at scale to pupils in Year 1 on literacy development. How effective is the ABRA - ICT delivery model compared with an equivalent non-ICT paper-based small group reading support programme (non-ICT delivery model) in increasing the literacy skills of pupils in Year 1? If the ABRA - ICT and the non-ICT delivery models are found to have similar effects: How effective is the small group reading support programme (ABRA - ICT and non-ICT delivery models) in increasing the literacy skills of pupils in Year 1? If delivery models are found to have different effects: How effective is ABRA - ICT delivery model compared with usual practice in increasing the literacy skills of pupils in Year 1? How effective is an equivalent non-ICT paper based delivery model compared with usual practice in increasing the literacy skills of pupils in Year 1? |
| Ethics approval(s) | 1. Durham University School of Education Ethics Committee, March/April 2018 - submission pending 2. Durham University School of Education Ethics Committee approved the Memorandum of Understanding for Schools (V6:20171218), 10/01/2018, no reference number. |
| Health condition(s) or problem(s) studied | Literacy skills |
| Intervention | Participating schools are randomly assigned to one of three study arms: 1. ABRA – ICT Delivery: Year 1 children in groups of 3-5 pupils work with a specially trained member of school staff using the ABRA online software for a minimum of four 15 minute sessions per week for 20 weeks during the academic year 2018/2019. 2. ABRA – non-ICT Delivery: Year 1 children in groups of 3-5 pupils work with a specially trained member of school staff using a paper-based version of the ABRA intervention for a minimum of four 15 minute sessions per week for 20 weeks during the academic year 2018/2019. Both ABRA programmes focus on teaching a balanced reading curriculum to improve attainment. Essential elements of the intervention are: • A systematic and structured approach to reading • Evidence based skills learned through a variety of activities linked to real books • Technology • Small group work and discussion • Development of a rich language environment • Valuing and using pupils’ reflections 3. 'Business as usual’ Approach: Schools in the control group are asked to continue with usual teaching with Year 1 pupils in 2018/2019. Schools are asked to select a small group of pupils (approx. 5 pre-randomsiation) and deliver additional small group teaching similar to that which is being delivered in the intervention schools. The content of this additional small group teaching is completely up to the school but must be literacy based and cannot be ABRA. Participants are assessed at baseline and 1 year follow up, with tests administered by an independent administrator blinded to allocation. |
| Intervention type | Behavioural |
| Primary outcome measure | Reading ability is assessed using the Progress in Reading Assessment (PiRA) test at baseline and 1 year follow up. |
| Secondary outcome measures | The following secondary outcomes are collected on a sub-sample of participants (approximately 1800 participants): 1. Reading ability is assessed using the Diagnostic Test of Word Reading Processes (DTWRP) at 1 year follow up. 2. Ability to sound out single letters and letter combination is assessed using the Letter Sound Test (LeST) at 1 year follow up. 3. Reading attitudes are assessed using a survey at 1 year follow up. 4. Long term academic outcomes may be collected from the National Pupil Databse, for example KS1 outcomes at 2 year follow up. |
| Overall study start date | 10/05/2017 |
| Completion date | 31/03/2022 |
Eligibility
| Participant type(s) | Other |
|---|---|
| Age group | Child |
| Sex | Both |
| Target number of participants | 201 clusters (schools) with approximately 27 pupils in each cluster. Approximately 5400 pupils in total |
| Total final enrolment | 4007 |
| Key inclusion criteria | 1. Year 1 pupils in participating classes at participating schools |
| Key exclusion criteria | No exclusion criteria |
| Date of first enrolment | 01/09/2018 |
| Date of final enrolment | 30/12/2018 |
Locations
Countries of recruitment
- United Kingdom
Study participating centre
United Kingdom
Sponsor information
University/education
Co/ Micheal Barber
York Science Park
University of York
Heslington
York
YO10 5DD
England
United Kingdom
| Phone | +44(0)1904 435154 |
|---|---|
| michael.barber@york.ac.uk | |
"ROR" |
https://ror.org/04m01e293 |
Funders
Funder type
Charity
Private sector organisation / Trusts, charities, foundations (both public and private)
- Alternative name(s)
- EducEndowFoundn, Education Endowment Foundation | London, EEF
- Location
- United Kingdom
Results and Publications
| Intention to publish date | 30/09/2022 |
|---|---|
| Individual participant data (IPD) Intention to share | No |
| IPD sharing plan summary | Stored in repository |
| Publication and dissemination plan | A final report will be submitted to and published by the study funder Education Endowment Foundation. |
| IPD sharing plan | The datasets generated during and/or analysed during the current study will be deposited in the EEF Data Archive (in association with the Fischer Family Trust). Enquiries to FFT’s Datalab can be made via educationdatalab@fft.org.uk. Participants are made aware that data will be placed in the repository. Both an anonymised, and pseudonymised dataset are uploaded. Pupil Matching Reference (PMR) is provided to allow pupil data to be matched to the NPD for long-term follow-up of educational attainment. Unique Pupil Numbers are not uploaded. Data should be available in the repository 1 month after submission of final report. |
Study outputs
| Output type | Details | Date created | Date added | Peer reviewed? | Patient-facing? |
|---|---|---|---|---|---|
| Protocol file | 11/07/2019 | 18/08/2022 | No | No | |
| Statistical Analysis Plan | version 1.0 | 03/06/2019 | 18/08/2022 | No | No |
| Funder report results | 22/09/2022 | 05/01/2023 | No | No |
Additional files
Editorial Notes
05/01/2023: Publication reference added.
18/08/2022: The following changes were made to the trial record:
1. Uploaded protocol (not peer-reviewed) as an additional file.
2. The statistical analysis plan was uploaded as an additional file.
3. A contact was removed.
4. The intention to publish date was changed from 30/05/2022 to 30/09/2022.
18/03/2021: The following changes have been made:
1. The overall trial end date has been changed from 31/03/2021 to 31/03/2022 and the plain English summary has been updated accordingly.
2. The intention to publish date has been changed from 30/05/2021 to 30/05/2022.
25/11/2020: Total final enrolment number added.
24/11/2020: The following changes were made to the trial record:
1. The overall trial end date was changed from 31/05/2020 to 31/03/2021.
2. The intention to publish date was changed from 30/05/2020 to 30/05/2021.
