Methodological approach to evaluating the DreamBox Reading Plus intervention: a cluster randomised trial
BackgroundImproving reading skills in primary school pupils is a crucial focus for educators, researchers, and policymakers worldwide. Within the United Kingdom many schools are opting to use “evidence-based” reading programs to deliver or supplement the teaching of reading. This article reports a p...
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| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2025-08-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2025.1513465/full |
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| Summary: | BackgroundImproving reading skills in primary school pupils is a crucial focus for educators, researchers, and policymakers worldwide. Within the United Kingdom many schools are opting to use “evidence-based” reading programs to deliver or supplement the teaching of reading. This article reports a protocol for a rigorous efficacy study of DreamBox Reading Plus, an online adaptive program aimed at improving reading fluency, comprehension, and vocabulary for elementary pupils.Methods and analysisWe conduct a pragmatic, parallel cluster randomized controlled trial in English primary schools, with schools serving as the unit of randomisation. Schools are allocated to either a treatment group, which received the DreamBox Reading Plus intervention, or a control group following standard practices, on a 1:1 basis. The study’s primary outcome focuses on reading attainment, assessed using a standardized reading test for pupils starting in Year 5. Secondary outcomes include various measures of reading fluency, comprehension, vocabulary, reading self-efficacy, and motivation. The intervention is scheduled to begin in October 2024, with outcome analysis planned for August 2025.DiscussionBy generating high-quality evidence on the efficacy of DreamBox Reading Plus, this study aims to inform best practices and contribute to the broader discourse on effective educational technologies in the classroom. |
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| ISSN: | 2504-284X |