Snappy Catch Up Phonics: Targeted Synthetic Phonics Intervention for Children in Norfolk in Transition from Year 6 to Year 7

Not Applicable

Completed

• Conditions: Struggling readers as they move from primary to secondary school; Mental and Behavioural Disorders; Specific reading disorder

• Registration Number: ISRCTN64463604
• Lead Sponsor: Education Endowment Foundation (UK)

Brief Summary

Not available

Detailed Description

Not available

Study Timeline

• Study Start: 2013-04-08
• Last Update Posted: 17 October 2016

Recruitment & Eligibility

• Status: Completed
• Sex: All
• Target Recruitment: 300

Inclusion Criteria

Struggling Year 6 readers in the participant schools conforming to the following eligibility criteria:
1. Who are predicted to gain National Curriculum Level 4C or below in English and who are eligible for free school meals
2. Who are predicted to gain National Curriculum Level 4C or below in English

Randomization protocol will attempt to control for variability in eligibility criteria and in schools by treating them as stratification factors in the randomization process such that both the intervention and the control groups have more or less the same number of children recruited using the same eligibility criteria and from the same school. This pragmatic approach for recruiting children implies that the number of children recruited into the trial may differ between schools, but since each primary school will have equal representation in both the experimental and control groups, the difference in number of children recruited from the schools should have little or no effect on investigating the impact of the Rapid Phonics programme on struggling Year 6 readers.

Exclusion Criteria

1. Children who match the eligibility criteria but whose parents do not wish them to take part
2. Those children who have additional problems which would mean that they would not benefit from the intervention, needing more specialised assistance than the programme can offer, such as some children with severe learning difficulties

Study & Design

• Study Type: Interventional
• Study Design: Not specified

Primary Outcome Measures

Name	Time	Method
ew Group Reading Test: it begins with sentence comprehension. Very weak readers will then answer simple phonics questions such as what is the sound at the start of a word. More able students will go on to answer questions about passages of text. A nationally age standardised score of reading will be used as the primary measure in the study.

Secondary Outcome Measures

Name	Time	Method
Single Word Reading test (GL) assesses ability to read real words without context. PhAB nonword reading tests ability to read pseudowords (e.g. 'pib'), and so tests the phonological route to reading used when sounding out a word. Both these secondary measures produce a nationally age standardised score.