Evaluation of Success For All
| ISRCTN | ISRCTN97011396 |
|---|---|
| DOI | https://doi.org/10.1186/ISRCTN97011396 |
| Secondary identifying numbers | 1 |
- Submission date
- 18/05/2016
- Registration date
- 21/06/2016
- Last edited
- 02/03/2022
- Recruitment status
- No longer recruiting
- Overall study status
- Completed
- Condition category
- Other
Plain English summary of protocol
Background and study aims
Success for All is a training and support package for primary schools that aims to help them to teach their pupils to read well. It was initially developed in the USA, where it is used by around 1,000 schools. It provides training in both approaches to teaching, such as cooperative learning and synthetic phonics, and school management. Data analysis is frequently undertaken to measure pupils’ progress, and pupils are grouped (and regularly re-grouped) into classes based on their reading ability, not their age. Teachers are provided with structured daily lesson plans and teaching materials. Additional catch-up support, such as computer-assisted learning, is provided to pupils struggling to learn to read. While there is a substantial body of existing evidence of the effectiveness of Success for All both in the US and the UK, it has only been evaluated through one large scale study in the US. There is therefore a need for the conduct of a high-quality study to strengthen the evidence behind the programme and its implementation in the UK context.
Who can participate?
Year 7 pupils (11-12 year olds) in a state secondary school in England.
What does the study involve?
Schools are randomly allocated to either deliver the Success For All approach or continue as normal for two school years. The success of the programme is assessed though literacy tests administered with all pupils at the end of Reception and Year 1.
What are the possible benefits and risks of participating?
Anticipated benefits of taking part are improvements in literacy. There are no anticipated risks of participating.
Where is the study run from?
Queen's University Belfast (UK)
When is the study starting and how long is it expected to run for?
January 2013 to December 2016
Who is funding the study?
Education Endowment Foundation (UK)
Who is the main contact?
Dr Andy Biggart
a.biggart@qub.ac.uk
Contact information
Scientific
School of Education
Queen's University Belfast
69-71 University Street
Belfast
BT7 1HL
United Kingdom
| Phone | +44 (0)289 097 5946 |
|---|---|
| a.biggart@qub.ac.uk |
Study information
| Study design | Cluster randomised controlled 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 | Cluster randomised controlled trial evaluation of Success For All |
| Study objectives | What is the impact of Success For All on reading outcomes for participating pupils? |
| Ethics approval(s) | 1. School of Education Research Ethics Committee, Queen's University Belfast, March 2014 2. Ethics Committee of the Department of Education, University of York, 04/06/2013 |
| Health condition(s) or problem(s) studied | Attainment in literacy |
| Intervention | Schools are randomly assigned to either deliver the Success For All approach (intervention), or continue as normal (control) for two school years. Success for All is a training and support package for primary schools that aims to help them to teach their pupils to read well. It was initially developed in the USA. It provides training in both approaches to teaching, such as cooperative learning and synthetic phonics, and school management. The success of the programme will be assessed though literacy tests administered with all pupils at the end of Reception and Year 1. |
| Intervention type | Behavioural |
| Primary outcome measure | Reading - measured using the following subscales from the Woodcock Reading Mastery Test: 1. Letter Identification (measured at end of Reception Year) 2. Word Identification (measured at end of Reception Year) 3. Word Attack (measured at end of Reception Year) 4. Word Identification (measured at end of Year 1) 5. Word Attack (measured at end of Year 1) 6. Passage Comprehension (End of Year 1) |
| Secondary outcome measures | Key Stage 1 Phonics Check (End of Year 1) |
| Overall study start date | 01/01/2013 |
| Completion date | 31/12/2016 |
Eligibility
| Participant type(s) | Other |
|---|---|
| Age group | Child |
| Sex | Both |
| Target number of participants | 1250 pupils in Reception class in 50 primary schools (approx 25 pupils per cluster) |
| Key inclusion criteria | Reception class pupils in participating state primary schools |
| Key exclusion criteria | Not a Reception class pupil in a participating school |
| Date of first enrolment | 01/03/2013 |
| Date of final enrolment | 30/06/2014 |
Locations
Countries of recruitment
- Northern Ireland
- United Kingdom
Study participating centre
69-71 University Street
Belfast
BT7 1HL
United Kingdom
Sponsor information
University/education
University Road
Belfast
BT7 1NN
Northern Ireland
United Kingdom
"ROR" |
https://ror.org/00hswnk62 |
|---|
Funders
Funder type
Charity
No information available
Results and Publications
| Intention to publish date | 31/03/2017 |
|---|---|
| Individual participant data (IPD) Intention to share | No |
| IPD sharing plan summary | Stored in repository |
| Publication and dissemination plan | The final report will be openly available on the funders website (educationendowmentfoundation.org.uk/evaluation/projects/success-for-all/) in early 2017 |
| IPD sharing plan | Not provided at time of registration |
Study outputs
| Output type | Details | Date created | Date added | Peer reviewed? | Patient-facing? |
|---|---|---|---|---|---|
| Funder report results | 01/07/2017 | 02/03/2022 | No | No |
Editorial Notes
02/03/2022: Publication reference added.
