Results from a Phase 3 definitive trial of reciprocal reading in English high schools

Maria Cockerill; Allen Thurston; Joanne O'Keeffe; Tien-Hui Chiang

doi:10.1016/j.ijer.2025.102546

Results from a Phase 3 definitive trial of reciprocal reading in English high schools

Maria Cockerill^*
, Allen Thurston
, Joanne O'Keeffe
, Tien-Hui Chiang

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

68 Downloads (Pure)

Abstract

Targeted reciprocal reading instruction can lead to improved reading attainment. Though tested in elementary schools, the technique is less studied with older students. This paper reports results from a Phase 3 definitive trial designed to detect attainment gains previously identified in studies. The trial was conducted with students in 20 English high schools. Process data found the technique implementable by schools. Test data (n=733) found no significant differences between treatment and control groups, although the observed changes in treatment group students was of similar magnitude to those detected in a previous study. The effects of Covid19 are difficult to calculate, as this was an unusual time-period in the educational experiences of the sample, which may have resulted in atypical findings.

Original language	English
Article number	102546
Number of pages	16
Journal	International Journal of Educational Research
Volume	130
DOIs	https://doi.org/10.1016/j.ijer.2025.102546
Publication status	Published - 29 Jan 2025

Keywords

High school students
randomized controlled trial
reading comprehension
reciprocal reading targeted instruction
workforce development

ASJC Scopus subject areas

Education

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1016/j.ijer.2025.102546Licence: CC BY

Results from a Phase 3 definitive trial of reciprocal reading in English high schools
Copyright 2025 The Authors. This is an open access article published under a Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium, provided the author and source are cited.
Final published version, 1.59 MBLicence: CC BY

1 Finished

R2726SES: Reading for Meaning: Reciprocal Reading intervention to improve reading at transition
Cockerill, M. (PI) & Thurston, A. (CoI)
19/08/2020 → 15/05/2023
Project: Research

4 Article
3 Commissioned report
1 Chapter
1 Other contribution to conference

An exploratory study on engaging parents in a cooperative learning reciprocal reading intervention to improve attainment for disadvantaged pupils
Holland, J., Cockerill, M. & Thurston, A., 25 Apr 2025.
Research output: Contribution to conference › Other contribution to conference › peer-review

Open Access
File
Promoting high achievement for disadvantaged students: co-designing a school self-evaluation process aligned to evidence of successful leadership practice across five English districts
Cockerill, M., Grieveson, T., Bingham, S. & O'Keeffe, J., 07 Jan 2025, In: Education Sciences. 15, 1, 28 p., 52.
Research output: Contribution to journal › Article › peer-review

Open Access
File
1 Citation (Scopus)

23 Downloads (Pure)
The development of a Train-the-Trainer approach in Reciprocal Reading instruction in England’s primary schools
Cockerill, M., O'Keeffe, J., Thurston, A., Ozkaya, C., Holland, J. & Taylor, A., 05 Feb 2025, In: Education Sciences. 15, 2, 17 p., 183.
Research output: Contribution to journal › Article › peer-review

Open Access
File
61 Downloads (Pure)

Cite this

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abstract = "Targeted reciprocal reading instruction can lead to improved reading attainment. Though tested in elementary schools, the technique is less studied with older students. This paper reports results from a Phase 3 definitive trial designed to detect attainment gains previously identified in studies. The trial was conducted with students in 20 English high schools. Process data found the technique implementable by schools. Test data (n=733) found no significant differences between treatment and control groups, although the observed changes in treatment group students was of similar magnitude to those detected in a previous study. The effects of Covid19 are difficult to calculate, as this was an unusual time-period in the educational experiences of the sample, which may have resulted in atypical findings. ",

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Results from a Phase 3 definitive trial of reciprocal reading in English high schools

Abstract

Keywords

ASJC Scopus subject areas

UN SDGs

Access to Document

Fingerprint

Projects

R2726SES: Reading for Meaning: Reciprocal Reading intervention to improve reading at transition

Research output

An exploratory study on engaging parents in a cooperative learning reciprocal reading intervention to improve attainment for disadvantaged pupils

Promoting high achievement for disadvantaged students: co-designing a school self-evaluation process aligned to evidence of successful leadership practice across five English districts

The development of a Train-the-Trainer approach in Reciprocal Reading instruction in England’s primary schools

Cite this