Abstract
This paper presents the research protocol for a pragmatic RCT of the Reciprocal
Reading programme. Reciprocal Reading (RR) is a workforce development
programme that supports practicing Teachers/Teaching Assistants develop and deliver
comprehension instruction in mainstream UK settings for pupils aged 8 to 11 years.
The protocol outlines a research design that will assess whether the RR programme
can improve a number of specific outcomes in intervention group pupils, in a sample
of schools experiencing higher than average levels of disadvantage. The primary
outcome for analysis is reading comprehension with secondary outcomes of overall
literacy, reading accuracy and comprehension pre-cursors at the child and school
level. The study will also include a process evaluation using qualitative data and
quantitative implementation data.
Original language | English |
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Journal | International Journal of Educational Research |
Early online date | 18 Sept 2018 |
DOIs | |
Publication status | Early online date - 18 Sept 2018 |
Keywords
- Comprehension
- Literacy
- Primary school
- RCT
- Reciprocal Reading
- Teacher training
ASJC Scopus subject areas
- Education