Using the DreamBox Reading Plus adaptive reading intervention to improve reading attainment: a two-armed cluster randomised controlled trial Statistical Analysis Plan

Morris, Stephen ORCID: https://orcid.org/0000-0001-6869-8933 and Gellen, Sandor ORCID: https://orcid.org/0000-0001-9137-8209 (2025) Using the DreamBox Reading Plus adaptive reading intervention to improve reading attainment: a two-armed cluster randomised controlled trial Statistical Analysis Plan. Project Report. Education Endowment Foundation, London.

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Abstract

This statistical analysis plan describes the proposed analysis of data from a cluster randomised controlled trial (CRCT) designed to evaluate the efficacy of the DreamBox Reading Plus adaptive literacy programme. DreamBox Reading Plus (known as Reading Plus hereafter) is an online (EdTech) adaptive silent reading programme designed to improve reading and language comprehension skills (Spichtig, A. N. et al., 2019). The programme supports fluency, comprehension (e.g. inference) and vocabulary growth, and is designed to support all readers including pupils with EAL, SEND, as well as the most able. The programme incorporates a visual skills element which scaffolds pupils’ reading via a Guided Window text display to support eye movement control (Radach & Kennedy, 2013). The programme also includes additional visual skills activities to support struggling readers. Another feature of the programme is that pupils self-select reading tasks based on age-appropriate texts. These tasks are designed to be of ‘high interest’ to all children, including lower attaining readers. Overall, the programme claims to have an important socio-emotional impact by building stamina and motivation to read. In addition to promoting reading proficiency directly (by improving pupils’ fluency, vocabulary and reading comprehension), the programme also promises to have an indirect effect on reading attainment, through improvements in teachers’ knowledge of the role of silent reading fluency in developing reading stamina and comprehension. Year 5 teachers in intervention schools are delivering Reading Plus to whole classes for at least 90 minutes a week, over a minimum of two sessions e.g., two 45-minute sessions or three 30-minute sessions per week, for the duration of the intervention period (October 2024 to May 2025). Reading Plus is designed to supplement the school's existing reading strategy rather than replace all reading activities. It can replace some weekly guided reading lessons due to its focus on silent, independent reading, though this decision is up to the school and dependent upon their needs. While Reading Plus may replace other reading or literacy activities, this aspect will be further explored in the implementation and process evaluation. The intervention will mainly take place online within the Reading Plus platform, apart from some optional supplementary offline activities that teachers can use with pupils who might require further support. Schools may continue to use Reading Plus for the rest of the academic year if they wish. Further details of the intervention including its theory of change can be found in the trial protocol (Gellen, et al., 2024).