Reading comprehension in primary school pupils in Year 4 and Year 5 in England Not Applicable
Conditions
Interventions
The intervention logic for the Renaissance Learning: Accelerated Reader programme (AR) involves:
1. The tailoring of assigned reading to pupils
2. The importance of reading within a pupil’s zone of p
(v) adequate resources in terms of books and IT infrastructure
(vi) protected and adequate amount of time for students to read on a daily basis (often on school premises)
and (vii) teachers to guide readers – especially the youngest and weakest – on book selection within their zone of proximal development. There is an element of (viii) staff training required, meaning
Sponsors
RAND Europe (UK)
University of Cambridge (UK)
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: All Year 4 and Year 5 pupils in participating schools.
Exclusion criteria
Exclusion criteria: 1. Special educational facilities for pupils with physical and/or mental and/or behavioural disorders 2. Pupil Referral Units
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| 1. For Year 4 pupils the primary outcome will be a stand-alone test of reading comprehension at the end of the summer term in 2017 (approximately June/July), one school year after the intervention begins 2. For Year 5 pupils the primary outcome will be Key Stage 2 national tests taken in Year 6, two years after the intervention begins | — |
Secondary
| Measure | Time frame |
|---|---|
| 1. Cost-effectiveness of the intervention through collecting data on direct financial costs, time costs and any prerequisite costs (e.g. in terms of purchasing books) 2. The effect of fidelity with the intervention, using routine data collected by the AR system 3. Compliance with allocation, through monitoring of control pupils' access to AR in the second year of the study | — |
Countries
United Kingdom
Outcome results
None listed