Reading for meaning: reciprocal reading for struggling readers in KS3
| ISRCTN | ISRCTN12090112 |
|---|---|
| DOI | https://doi.org/10.1186/ISRCTN12090112 |
| Secondary identifying numbers | R2726SES |
- Submission date
- 30/07/2021
- Registration date
- 12/08/2021
- Last edited
- 30/07/2021
- Recruitment status
- No longer recruiting
- Overall study status
- Completed
- Condition category
- Other
Plain English summary of protocol
Background and study aims
Reciprocal Reading Secondary (RRS) is a catchup intervention designed to improve reading comprehension skills for struggling readers in Key Stage 3 (ages 11 to 14). This project will carry out a randomized controlled trial (RCT) to test the efficacy and scalability of RRS.
The Reciprocal Reading Secondary program includes two days of professional training to equip high school staff with the skills to improve student’s poor reading comprehension. The program is delivered in small groups of students, facilitated by staff, to support understanding of the text and promote use of comprehension strategies: predict, clarify, question, summarize.
This RCT will measure impact and process outcomes for disadvantaged students in 20 English high schools.
Who can participate?
Year 7 students from selected schools in England.
What does the study involve?
In each school, up to 40 Year 7 students with good reading accuracy and poor comprehension skills will be recruited and randomly assigned to the intervention and control conditions. Intervention students will attend a weekly 20-30 minute RRS session, in groups of 5-6, over a period of at least 6 months. All participating students will undertake a pre- and post-test using the standardized New Group Reading Test and Access Reading Test. ANCOVA analysis will be used to identify any changes in their reading comprehension, reading accuracy and overall reading abilities. A process evaluation will assess training attendance, programme fidelity and non-contamination, teacher perceptions and engagement, teacher and school burden, and the significance of what participating students miss from the standard curriculum while taking part in RRS.
What are the possible benefits and risks of participating?
Possible benefits of participating are improved reading. There are no risks of participating
Where is the study run from?
Queen’ University Belfast (UK)
When is the study starting and how long is it expected to run for?
January 2021 to March 2023
Who is funding the study?
Nuffield Foundation (UK)
Who is the main contact?
Dr Maria Cockerill, maria.cockerill@qub.ac.uk
Contact information
Public
School of Social Sciences, Education and Social Work
Queen's University Belfast
University Road
Belfast
BT7 1NN
United Kingdom
 ORCID ID |
0000-0002-9780-3859 |
|---|---|
| Phone | +44 (0)28 9097 3323 |
| maria.cockerill@qub.ac.uk |
Study information
| Study design | Interventional randomized controlled trial |
|---|---|
| Primary study design | Interventional |
| Secondary study design | Randomised controlled trial |
| Study setting(s) | School |
| Study type | Treatment |
| Participant information sheet | Not available in web format, please use the contact details to request a patient information sheet. |
| Scientific title | A Phase 3 definitive RCT of reciprocal reading in high schools in England |
| Study objectives | The study will provide a structured reciprocal reading program and with training to teachers and teaching assistants, with capacity to impact on the professional action of teachers and teaching assistants, to improve reading outcomes for students who are systematically exposed to using the four Reciprocal Reading Secondary strategies (predict, question, clarify, summarise). |
| Ethics approval(s) | Approved 21/01/2021, Queen's University Belfast Ethics Committee (School of Social Sciences, Education and Social Work, 69/71 University Street, Belfast, BT7 1HL, UK; +44 (0)28 9097 1233/5941; ssesw@qub.ac.uk), ref: 048_1819 |
| Health condition(s) or problem(s) studied | Reciprocal reading for struggling readers |
| Intervention | The Reciprocal Reading Secondary program study will be a Phase 3 definitive RCT. Students will be randomized to condition at the individual pupil level, using a mixture of pairing and minimisation during randomization to ensure equal numbers of intervention and control students in each arm of the trial within each of the 20 schools, complemented by a process evaluation. The study will primarily look at the effect of the Reciprocal Reading Secondary program on the reading comprehension and reading ability of students in high schools. Pre and post-test measures of the students in 20 schools will assess the effectiveness of the Reciprocal Reading Secondary program in optimal conditions on a larger scale than previously used in high schools in England. Treatment group - Receive intervention weekly, one 30 minute session, over two terms. Control group - continue with business as usual Randomisation tool - Random Number Generator for iPhone version 5.0 by Nicolas Dean |
| Intervention type | Behavioural |
| Primary outcome measure | Reading comprehension ability measured using an online standardised reading test, New Group Reading Test from GL-Assessment, to be taken at baseline and after 6 months. |
| Secondary outcome measures | Reading comprehension ability measured using an online reading test, Access Reading Test from RS Assessment, Hodder Education, with four subscales and a combined reading raw score, to be taken at baseline and after 6 months. |
| Overall study start date | 04/01/2021 |
| Completion date | 31/03/2023 |
Eligibility
| Participant type(s) | Other |
|---|---|
| Age group | Child |
| Lower age limit | 11 Years |
| Upper age limit | 12 Years |
| Sex | Both |
| Target number of participants | Up to 800 students |
| Total final enrolment | 800 |
| Key inclusion criteria | 1. Students in Year 7 (11-12 year olds), from 20 schools in England. 2. From state-funded schools, who identify as comprehensive or high schools, from areas of economic-disadvantage, with the overall sample of schools being above the national average using the poverty indicator used in England (DfE, 2019a) of Free School Meals (FSM Ever). |
| Key exclusion criteria | Low reading levels, as measured by their completion of the Phonics section of the NGRT adaptive reading test, which prevents them from completing the passage comprehension section of the test. |
| Date of first enrolment | 01/04/2021 |
| Date of final enrolment | 31/05/2021 |
Locations
Countries of recruitment
- Northern Ireland
- United Kingdom
Study participating centre
Belfast
BT71NN
United Kingdom
Sponsor information
University/education
University Road
Belfast
BT7 1NN
Northern Ireland
United Kingdom
| Phone | +44 (0)28 90875941 |
|---|---|
| ssesw@qub.ac.uk | |
| Website | https://www.qub.ac.uk/ |
"ROR" |
https://ror.org/0281jqk77 |
Funders
Funder type
Charity
Private sector organisation / Trusts, charities, foundations (both public and private)
- Location
- United Kingdom
Results and Publications
| Intention to publish date | 31/03/2023 |
|---|---|
| Individual participant data (IPD) Intention to share | No |
| IPD sharing plan summary | Data sharing statement to be made available at a later date |
| Publication and dissemination plan | The study plans to conduct online dissemination events and publication of results will be available on the funder’s website. Following publication of the final report in 2023, dissemination will be available through Queen’s University Belfast website, and the Program trainer’s website, amongst others. |
| IPD sharing plan | The current data sharing plans for this study are unknown and will be available at a later date |
Editorial Notes
30/07/2021: Trial's existence confirmed by Nuffield Foundation.
