Literacy attainment Not Applicable
Conditions
Interventions
Participating schools are randomised (minimisation via QMinim programme) to either the intervention group, which receives the reciprocal reading training programme, or a control group, whom will not r
what reading comprehension involves, why it is difficult and what weak comprehenders do, vocabulary and comprehension monitoring, what reciprocal readers do
whole-school issues including the benefits of consistent comprehension practices and policy-building
the ‘simple view of reading’ as a way to identify which children might benefit most from reciprocal reading
managing the practical implementation of the programme including planning and recording techniques
observation of training video illustrating the intervention with discussion of potential barriers to engagement
preparing a reciprocal reading session and implementing it in the training context
practicalities and discussion of what can and cannot be adapted.
The programme is then implemented in school by the trained professionals for half a term after which a consultation vi
Sponsors
Queen's University Belfast
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: 1. State-funded primary schools in England which have not previously received the Fischer Family Trust literacy package of training (external and internal) to deliver Reciprocal Reading and which are not currently involved in any other EEF Key Stage 2 literacy trials 2. Pupils entering Year 4 in the 2017/18 academic year will be considered as potential participants for the whole-class programme 3. Pupils entering Year 5 and 6 in the 2017/18 academic year who have poor comprehension skills, but stronger decoding skills (as selected by teachers), will be eligible for the targeted programme
Exclusion criteria
Exclusion criteria: 1. Schools not in England 2. Non state-funded schools 3. Schools which are involved in other EEF Key Stage 2 literacy trials 4. Schools which have previously received the Fischer Family Trust literacy package of training to deliver Reciprocal Reading
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Reading comprehension, measured using New Group Reading Test scores at baseline and 6-8 months (exact timing will vary by school) | — |
Secondary
| Measure | Time frame |
|---|---|
| Reading and decoding, measured using New Group Reading Test scores at baseline and 6-8 months (exact timing will vary by school) | — |
Countries
Northern Ireland, United Kingdom
Contacts
Public ContactLiam O'Hare
Outcome results
None listed