Methodological approach to evaluating the DreamBox Reading Plus intervention: a cluster randomised trial

Gellen, Sandor, Ainsworth, Steph, Morris, Stephen ORCID: https://orcid.org/0000-0001-6869-8933, Lewin, Cathy and Wicker, Kate (2025) Methodological approach to evaluating the DreamBox Reading Plus intervention: a cluster randomised trial. Frontiers in Education, 10. 1513465.

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Abstract

Background: Improving 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 analysis: We 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. Discussion: By 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.