Protocol: A cluster randomised controlled trial of Reciprocal Reading: A teacher training comprehension programme. (2018)

• Record Type: Journal Article
• Authors: O'Hare, Liam; Stark, Patrick; McConnellogue, Sheila; Lloyd, Katrina; Cockerill, Maria; Biggart, Andy
• Is Part Of: International journal of educational research. Volume 92(2018)
• Page Start: 30
• Page End: 42
• Publication Date: 2018
• Subjects: Reciprocal Reading -- Comprehension -- Primary school -- Teacher training -- Literacy -- RCT; Education -- Evaluation -- Periodicals; Curriculum evaluation -- Periodicals; Education -- Periodicals; Program Evaluation -- Periodicals; Éducation -- Évaluation -- Périodiques; Programmes d'études -- Evaluation -- Périodiques; Éducation -- Recherche -- Périodiques; Curriculum evaluation; Education -- Evaluation; Periodicals; 370.72
• DOI: 10.1016/j.ijer.2018.08.002
• Languages: English
• ISSNs: 0883-0355

Abstract

Highlights: Protocol for a pragmatic randomised controlled trial in 97 primary schools. The intervention aims to improve reading comprehension and overall literacy. The intervention is a teacher training programme for reading comprehension. 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 8–11 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.