Evaluation of Dialogic Teaching: improving classroom talk

Efficacy trial: three-level clustered randomised controlled trial of a Dialogic Teaching intervention initiative delivered to teachers aimed at improving pupils' engagement, learning, and attainment

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

ISRCTN

Registry ID

ISRCTN14312500

Enrollment

Registered

2016-10-04

Start date

2015-04-01

Completion date

Unknown

Last updated

2018-11-19

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Dialogic teaching Not Applicable

Interventions

This study is an intervention trial that employs a three-level (pupils within classes within schools) clustered randomised controlled trial design. Randomisation is at the primary school level, with h

Eligibility

Sex/Gender

All

Inclusion criteria

Inclusion criteria: 1. Primary schools in Leeds/Bradford and Birmingham local authorities 2. At least two Year 5 classes 3. A high proportion of children receiving free school meals (FSM) (over 20%) 4. No prior involvement in dialogic teaching

Exclusion criteria

Exclusion criteria: 1. Not having at least two Year 5 classes 2. A proportion of FSM children over 20%

Design outcomes

Primary

Measure	Time frame
1. Literacy, measured using the Progress Test in English, GL Assessments after 1 year 2. Numeracy, measured using the Progress Test in Maths, GL Assessments after 1 year 3. Science knowledge, measured using the Progress Test in Science, GL Assessments after 1 year	—

Secondary

Measure	Time frame
Key Stage 2 attainment scores in English and Mathematics after 2 years	—

Countries

United Kingdom

Contacts

Public ContactBen Willis

b.willis@shu.ac.uk+44 (0)114 225 6059

Outcome results

None listed

Source: ISRCTN (via WHO ICTRP) · Data processed: Feb 4, 2026