Reciprocal Reading for Struggling Readers: An Exemplar of Evidence Implementation in Schools

Autor/inn/en	Cockerill, Maria; O'Keeffe, Joanne; Thurston, Allen; Taylor, Andy
Titel	Reciprocal Reading for Struggling Readers: An Exemplar of Evidence Implementation in Schools
Quelle	In: Review of Education, 10 (2022) 1, (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cockerill, Maria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2049-6613
DOI	10.1002/rev3.3332
Schlagwörter	Reading Strategies; Reading Instruction; Poverty; Elementary Secondary Education; Foreign Countries; Program Implementation; Fidelity; Teacher Behavior; Student Behavior; Teacher Attitudes; United Kingdom (England) + Suchen Sie Ihr Suchwort? Reading strategy; Leselernstufe; Lesetechnik; Leseunterricht; Armut; Ausland; Teacher behaviour; Lehrerverhalten; Student behaviour; Schülerverhalten
Abstract	There continue to be challenges of transfer from research evidence to practice in education. This paper reports on the implementation of a well-evidenced Reciprocal Reading approach in 35 schools across a high poverty region in England, working cooperatively at transition between primary and secondary. The purpose of the research reported here was not to test children to establish whether Reciprocal Reading improves student outcomes, as randomised controlled trial evidence from studies in England has already established the positive impact of this approach in primary and secondary schools. Instead, a process evaluation was undertaken using naturally occurring data and staff survey data, to understand whether it is possible to implement this approach across a region with high fidelity. The theory of change exemplified in previous randomised controlled trial evaluations was used to interrogate the data in respect of teacher behaviours and attitudes, and student behaviours as reported by school staff during implementation. Findings suggest high levels of adherence to programme design and resources by schools was present across the sample during implementation, together with staff competence and positive relational factors during programme delivery. These findings are in line with health-based research where high fidelity of implementation is used as an indicator of transfer to practice. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01