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Protocol: An efficacy randomized controlled trial of a spelling program in primary schools.

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Title: Protocol: An efficacy randomized controlled trial of a spelling program in primary schools.
Authors: Cockerill, Maria1 maria.cockerill@qub.ac.uk, Thurston, Allen2,3, Taylor, Andy4
Source: International Journal of Educational Research. 2019, Vol. 97, p131-138. 8p.
Subject Terms: *Primary schools, *Teacher training, *Comprehension
Abstract: • Protocol for an efficacy randomized controlled trial with 120 children in 10 primary schools. • The intervention aims to improve spelling, writing, reading comprehension and overall literacy. • The intervention is a teacher delivered programme for spelling instruction. This paper presents the research protocol for an efficacy randomized controlled trial of a spelling program in primary schools. The program is a workforce development program that supports Teachers and Teaching Assistants develop and deliver targeted spelling instruction to children aged 8-10. The protocol outlines a research design to assess whether the program delivered over 10–12 weeks improves spelling, writing and reading-comprehension outcomes, in a sample of 120 children from 10 schools in two English districts with high socio-economic disadvantage. The outcome measures include spelling and reading standardized tests, and spelling/writing diagnostic test. A process evaluation will measure fidelity and potential for scale-up. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:• Protocol for an efficacy randomized controlled trial with 120 children in 10 primary schools. • The intervention aims to improve spelling, writing, reading comprehension and overall literacy. • The intervention is a teacher delivered programme for spelling instruction. This paper presents the research protocol for an efficacy randomized controlled trial of a spelling program in primary schools. The program is a workforce development program that supports Teachers and Teaching Assistants develop and deliver targeted spelling instruction to children aged 8-10. The protocol outlines a research design to assess whether the program delivered over 10–12 weeks improves spelling, writing and reading-comprehension outcomes, in a sample of 120 children from 10 schools in two English districts with high socio-economic disadvantage. The outcome measures include spelling and reading standardized tests, and spelling/writing diagnostic test. A process evaluation will measure fidelity and potential for scale-up. [ABSTRACT FROM AUTHOR]
ISSN:08830355
DOI:10.1016/j.ijer.2019.07.001