Reading comprehension and fluency in children in Year 5 classes Not Applicable
Conditions
Interventions
Current intervention as of 10/01/2022:
Peer Assisted Learning Strategies for Reading UK (PALS-UK) is a whole-class structured paired reading intervention that is designed to improve ch
(ii) re-tell, in which the tutee re-tells a story with prompts from the tutor
(iii) paragraph shrinking, in which both pupils summarise what they have read using ten or fewer words
and (iv) prediction relay, in which both pupils have to predict what will take place in the next half-page of a story after reading each half page. As an intervention, PALS-UK is quite intensive: eac
Sponsors
Education Endowment Foundation
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: Schools: Schools will be recruited by the Delivery team (Coventry University), based on the following eligibility criteria: 1. Schools have never used PALS in the last three years 2. Schools have not taken part or will not take part in other trials for KS2 in the school year of 2019/2020 3. Schools should not have mixed age classes. There must be at least a one single-form entry Year 5 classroom in the school Teachers: All Year 5 teachers in schools taking part in the trial Children: There are no inclusion/exclusion criteria based on pupil characteristics as PALS-UK is a whole-class intervention. children with Special Educational Needs and Disabilities (SEND) will not be paired with other children but will implement PALS activities with a Teaching Assistant (TA).
Exclusion criteria
Exclusion criteria: To minimise burden on schools, pupils enrolled at the time of school recruitment in 2019 are included in the study, but pupils who join the schools at a later time will not be included in the evaluation as this would require additional information collected from schools. Parents can withdraw children at any time.
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Current primary outcome measure as of 10/01/2022: Reading attainment will be measured using the Progress in Reading Assessment (PiRA) test at baseline and 9 months Due to the COVID-19 pandemic, planned outcome testing in the early Summer term 2020 was postponed until December 2020. Due to the schools’ no visitor policy on site unless necessary, the PiRA test was administered by teachers, but was marked by skilled markers who were blinded to the allocation. _____ Previous primary outcome measure: Reading attainment will be measured using the Progress in Reading Assessment (PiRA) test at baseline and 9-months | — |
Secondary
| Measure | Time frame |
|---|---|
| Current secondary outcome measures as of 10/01/2022: At baseline and 9 months: 1. Oral fluency and language comprehension based on the Wechsler Individual Achievement Test–III (WIAT III) oral fluency and reading comprehension subscale 2. Reading self-efficacy. Self-efficacy refers to children’s beliefs in their capability to produce satisfactory attainment. The final measure is yet to be confirmed. Due to COVID-19 , due to the movement of schools to remote learning as a result of the national lockdown from January 2021, completion of one-to-one testing for the Oral reading fluency and Reading comprehension subtests of the WIATIII was no longer considered feasible. Owing to the minimal power and the likelihood of higher attrition following lockdown, the decision was taken to stop all data collection activities for assessing oral fluency as measured by the WIAT-III subtests. Thus, while data was collected in a small number of schools (n=22) on the WIAT- III reading comprehension subtest before school closures were implemented, collection of data on the secondary outcome on oral fluency (i.e. WIAT III) was not completed. The secondary outcome on self-efficacy was collected in majority of schools in December 2020, and will be analysed as originally planned. _____ Previous secondary outcome measures: At baseline and 9-months: 1. Oral fluency and language comprehension based on the Wechsler Individual Achievement Test–III (WIAT III) oral fluency and reading comprehension subscale 2. Reading self-efficacy. Self-efficacy refers to children’s beliefs in their capability to produce satisfactory attainment. The final measure is yet to be confirmed | — |
Countries
England, United Kingdom
Contacts
Public ContactSashka Dimova
Outcome results
None listed