Evaluation of Bolton Councils modified Vocabulary Enrichment Intervention Programme (VEIP) improving reading ability in Year 7 pupils with low reading ability
| ISRCTN | ISRCTN67513320 |
|---|---|
| DOI | https://doi.org/10.1186/ISRCTN67513320 |
| 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
Plain English summary of protocol
Background and study aims
The Vocabulary Enrichment Intervention Programme (VEIP) was created by Victoria Joffe, an academic at City University London. The programme has two aims: to teach children new words and to encourage them to use these words in speaking and writing. Bolton Council have modified this programme by adding elements of the phonics programme Sounds-Write, and the literacy resources of the Literacy Plus programme. This is being tried in schools 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 the programme is successful, 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 will sit a reading ability test in September 2013, before being randomly allocated to either attend the sessions, or to carry on with their normal school curriculum. In February 2014, 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 that they are completed with minimal disruption to your childs 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?
This study is run in 12 secondary schools in the Bolton area, UK.
When is study starting and how long is it expected to run for?
The study began in December 2012, with the final report due in May 2014.
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
Scientific
National Foundation for Educational Research
The Mere
Upton Park
Slough
SL1 2DQ
United Kingdom
| Phone | 01753 637386 |
|---|---|
| b.styles@nfer.ac.uk |
Study information
| Study design | Randomised trial with baseline and follow-up reading test |
|---|---|
| Primary study design | Interventional |
| Secondary study design | Randomised controlled trial |
| Study setting(s) | Other |
| Study type | Quality of life |
| Participant information sheet | Parental consent letters not available in web format; please use the contact details below to request copies. |
| Scientific title | Randomised trial of Bolton Councils modified Vocabulary Enrichment Intervention Programme for 11 to 12-year-olds considered to be vulnerable Level 4 English achievers |
| Study acronym | VE |
| Study objectives | The primary research question is: what is the impact of Bolton Councils modified Vocabulary Enrichment Intervention Programme on reading ability? The secondary research question is: are improvements in attainment moderated by National Curriculum reading level or whether a pupil receives the pupil premium? Such interactions may not be causal. |
| 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) studied | Struggling readers/low literacy levels |
| Intervention | The 540 children will be randomly assigned to one of two groups: 1. VEIP+LP (Literary Plus)+BD+SW (Sounds Write) (referred to subsequently as FP i.e. Full Programme) 2. Business-as-usual, control (referred to subsequently as control) Some Bolton secondary schools split each year group into two or more groups for timetabling reasons. It is therefore not possible to randomise across the whole year group and succeed in running the trial. For these schools, trial-eligible pupils will be identified from primary school data. Schools will allocate these (non-randomly) to timetable bands along with the rest of their students. Randomisation of eligible pupils will then occur within each band. Baseline testing will occur in September 2013 with follow-up in February 2014. |
| Intervention type | Other |
| Primary outcome measure | Overall reading ability as measured by the New Group Reading Test (NGRT). All pupils are tested using the NGRT at the beginning and end of the intervention, regardless of which study arm they have been allocated to. Baseline testing for this project will occur in September 2013, at the beginning of the new school year. The intervention will continue until the post-test in February 2014. |
| Secondary outcome measures | 1. Reading ability (NGRT subsection) 2. Reading comprehension (NGRT subsection) |
| Overall study start date | 01/12/2012 |
| Completion date | 31/05/2014 |
Eligibility
| Participant type(s) | Patient |
|---|---|
| Age group | Child |
| Sex | Both |
| Target number of participants | 540 minimum |
| Key inclusion criteria | Year 7 pupils who were achieving at Level 3, 4c (possibly 4b depending on numbers) in reading at the end of Key Stage 2, as indicated by Key to Success data. |
| Key exclusion criteria | 1. Year 7 pupils with National Curriculum level 4b or above in reading at the end of Key Stage 2 2. Parental opt-out |
| Date of first enrolment | 01/12/2012 |
| Date of final enrolment | 31/05/2014 |
Locations
Countries of recruitment
- England
- United Kingdom
Study participating centre
SL1 2DQ
United Kingdom
Sponsor information
Charity
c/o Camilla Nevill
Millbank Tower
21-24 Millbank
London
SW1P 4QP
United Kingdom
| Phone | +44 (0)20 7802 0640 |
|---|---|
| Camilla.Nevill@eefoundation.org.uk | |
"ROR" |
https://ror.org/03bhd6288 |
Funders
Funder type
Charity
No information available
Results and Publications
| Intention to publish date | |
|---|---|
| Individual participant data (IPD) Intention to share | No |
| IPD sharing plan summary | Not provided at time of registration |
| Publication and dissemination plan | Not 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 | 01/10/2014 | No | No |
