Time to act: evaluating the impact of Royal Shakespeare Company Pedagogy on literacy and academic self-concept in primary schools

The impact of Royal Shakespeare Company Pedagogy (RSC-P) on literacy and academic self-concept in primary schools: a cluster randomised controlled trial

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

ISRCTN

Registry ID

ISRCTN31979563

Enrollment

1750

Registered

2022-12-14

Start date

2022-06-27

Completion date

Unknown

Last updated

2025-09-08

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

Conditions

Improvement of literacy and academic self-concept in children within areas of structural disadvantage Other

Interventions

Year 5 classes have been recruited from schools in England with a percentage eligibility for free schools meals (FSM) of 20.8 or above. Pretest: Every child in all participating Year 5 classrooms wil

Eligibility

Sex/Gender

All

Inclusion criteria

Inclusion criteria: 1. Children must be in a Year 5 class (or a mixed class containing Year 5 pupils) 2. Children must attend mainstream schools with a percentage eligibility for free schools meals (FSM) of 20.8 or above at the point of recruitment

Exclusion criteria

Exclusion criteria: Does not meet inclusion criteria

Design outcomes

Primary

Measure	Time frame
A latent variable of academic self-concept measured using the Myself As a Learner (MALS) scale at the pretest (baseline) in January 2023 and at the posttest (on completion of the 20-hour intervention in July 2023)	—

Secondary

Measure	Time frame
1. A latent language variable measured using the three LanguageScreen subtests (Expressive Vocabulary, Listening Comprehension and Sentence Repetition), at the pretest (baseline) in January 2023 and at the posttest (on completion of the 20-hour intervention in July 2023) 2. A latent language variable measured using two ReadingScreen subtests (Word and Nonword Decoding), at the pretest (baseline) in January 2023 and at the posttest (on completion of the 20-hour intervention in July 2023) 3. A latent variable of writing development, involving measures of lexis, syntax, semantics and narrative, undertaken at posttest only (on completion of the 20-hour intervention in July 2023)	—

Measure

Time frame

1. A latent language variable measured using the three LanguageScreen subtests (Expressive Vocabulary, Listening Comprehension and Sentence Repetition), at the pretest (baseline) in January 2023 and at the posttest (on completion of the 20-hour intervention in July 2023) 2. A latent language variable measured using two ReadingScreen subtests (Word and Nonword Decoding), at the pretest (baseline) in January 2023 and at the posttest (on completion of the 20-hour intervention in July 2023) 3. A latent variable of writing development, involving measures of lexis, syntax, semantics and narrative, undertaken at posttest only (on completion of the 20-hour intervention in July 2023)

—

Countries

England, United Kingdom

Contacts

Public ContactLynsey McCulloch

lynsey.mcculloch@rsc.org.uk+44 (0)7595 456098

Outcome results

None listed

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