Getting it Right from the Start (GIRFTS): protocol for a stepped-wedge cluster randomised controlled trial of a school-based framework to improve children's oral language and reading outcomes.
Jon Quach, Melissa L Siew, Cecilia Sinclair, Pamela Snow, Patricia Eadie, Shiralee Poed, Beth Shingles, Lisa Gold, Francesca Orsini, Judy Connell, Stuart Edwards, Sharon Goldfeld
Author Information
Jon Quach: Population Health, Murdoch Children's Research Institute, Parkville, Victoria, Australia jon.quach@mcri.edu.au.
Melissa L Siew: Population Health, Murdoch Children's Research Institute, Parkville, Victoria, Australia. ORCID
Cecilia Sinclair: Population Health, Murdoch Children's Research Institute, Parkville, Victoria, Australia.
Pamela Snow: School of Education, La Trobe University, Melbourne, Victoria, Australia.
Patricia Eadie: Faculty of Education, The University of Melbourne, Melbourne, Victoria, Australia.
Shiralee Poed: School of Education, The University of Queensland, St Lucia, Queensland, Australia.
Beth Shingles: Population Health, Murdoch Children's Research Institute, Parkville, Victoria, Australia.
Lisa Gold: School of Health and Social Development, Deakin University, Burwood, Victoria, Australia.
Francesca Orsini: Clinical and Epidemiology and Biostatistics Unit, Murdoch Children's Research Institute, Parkville, Victoria, Australia.
Judy Connell: Melbourne Archdiocese Catholic Schools, East Melbourne, Victoria.
Stuart Edwards: Victorian Department of Education, Melbourne, Victoria, Australia.
Sharon Goldfeld: Population Health, Murdoch Children's Research Institute, Parkville, Victoria, Australia.
INTRODUCTION: Strong oral language and reading skills are important for child development. The response to intervention (RTI) framework supports schools to apply evidence-based practices and interventions to proactively meet the learning needs of all students and identify and support students at risk of learning difficulties. Getting it Right from the Start (GIRFTS) aims to implement a codesigned RTI framework in the first 2 years of formal schooling (foundation and grade 1) to improve oral language and reading skills. GIRFTS includes an implementation evaluation. METHODS AND ANALYSIS: GIRFTS is a stepped-wedge cluster randomised trial conducted in Victoria, Australia, over 3 years. Clusters are primary schools. The intervention is to implement tiers 1 and 2 of the RTI framework into foundation and grade 1 according to RTI principles. The primary outcome is reading comprehension by the start of grade 2. Secondary outcomes include listening comprehension, word and non-word reading and phonological awareness. An implementation evaluation will also be conducted with the study to understand schools' RTI implementation process and enablers and barriers to implementation. Strategies used by schools to overcome implementation challenges will also be investigated. ETHICS AND DISSEMINATION: This trial was approved by the Royal Children's Hospital Human Research Ethics Committee (HREC/58832/RCHM-2019). Investigators will communicate the results to stakeholders, collaborators and participating schools and teachers through presentations and publications. TRIAL REGISTRATION NUMBERS: ISRCTN91164066, ACTRN12622000146796.
