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.
- Primary school
- Reciprocal Reading
- Teacher training
ASJC Scopus subject areas
O'Hare, L., Stark, P., McConnellogue, S., Lloyd, K., Cockerill, M., & Biggart, A. (2018). Protocol: A cluster randomised controlled trial Of Reciprocal Reading: A teacher training comprehension programme: A cluster randomised controlled trial of Reciprocal Reading: A teacher training comprehension programme. International Journal of Educational Research. https://doi.org/10.1016/j.ijer.2018.08.002, https://doi.org/10.1016/j.ijer.2018.08.002