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Interpreting RCT, process evaluation and case study evidence in evaluating the Integrated Group Reading (IGR) programme: a teacher-led, classroom-based intervention for Year 2 and 3 pupils struggling to read.
- Source :
-
Educational Review . May2021, Vol. 73 Issue 3, p346-373. 28p. 1 Diagram, 11 Charts, 1 Graph. - Publication Year :
- 2021
-
Abstract
- Almost 20% of English pupils still experience difficulties with reading despite the use of a predominantly phonics-based approach that works well for most children, but not for all; therefore, other approaches need to be explored. The Integrated Group Reading (IGR) programme involves an inclusive approach to targeted teaching led by class teachers using group-based class organisation and the integration of diverse, research-based approaches (language and phonics-based). IGR has been evaluated in 34 English schools across 5 varied local authority areas using a cluster randomised design and a process evaluation. IGR was found to support enjoyment of reading and attain as much reading gains as the more phonics-oriented programmes used in the control classes. Following its use there were gains in teachers' self-efficacy in teaching reading, and no negative effects on the class (non-IGR) pupils' reading skills were found. This study shows what a more inclusive approach to targeted reading intervention can achieve through a well-resourced programme. Questions can be asked about the interpretation of randomised controlled trial (RCT) findings when it comes to classroom-based educational interventions, and about teacher choice in opting for alternative teaching approaches. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 00131911
- Volume :
- 73
- Issue :
- 3
- Database :
- Academic Search Index
- Journal :
- Educational Review
- Publication Type :
- Academic Journal
- Accession number :
- 149959091
- Full Text :
- https://doi.org/10.1080/00131911.2018.1557597