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Implementing reading interventions to support disadvantaged children in England: insights from a process evaluation

  • Audrey Wood
    ,
  • Jayne Price
    ,
  • Emma Salter
    ,
  • Fiona Woodhouse
    ,
  • Liz Zsargo
  • University of Huddersfield
Research Output: Contribution to journal Article Peer-review

Open access

Abstract

In this paper we present insights from the qualitative data collected during a process evaluation of a reading intervention project carried out in primary and secondary schools in West Yorkshire, England. Commercially available reading interventions, financed by the Strategic School Improvement Fund, were delivered by school staff to disadvantaged pupils over a period of four half-terms, and a team of university-based researchers carried out qualitative interviews with members of school staff in order to discover factors that affect the sustainability of school-based reading interventions after the initial funding period, and identify good practice in planning for and meeting sustainability objectives. The data from the interviews enabled the researchers to compare and contrast the experiences of the staff following the different interventions. The findings presented in this paper have generated some helpful guidance about the process of implementing reading interventions in schools successfully, and factors such as staff training, fidelity of implementation and organisational context are discussed.

Publication Information

Output type

Research Output: Contribution to journal Article Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 1082-1100 (19 pages)

Journal (Volume, Issue Number)

Educational Review (Volume 74, Issue 6)

Publication milestones

  • Accepted/In press - 08/12/2020
  • Published - 28/01/2021

Publication status

Published - 28/01/2021

ISSN

0013-1911

External Publication IDs

  • handle.net: 10547/624816
  • Scopus: 85100021810

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