Process Evaluation of Reciprocal Reading: An Elementary School Comprehension Program

• In Event: Marriott Roundtable Session 2
  In Roundtable Session: Considerations in Early Childhood and Elementary Literacy

Abstract

The Reciprocal Reading intervention aims to improve reading ability and comprehension through two programs: a whole-class (‘universal’) for pupils aged 8-9, and a targeted intervention for pupils with poor reading comprehension, but good decoding skills aged 9-11. Effective delivery of group reading interventions in real-world settings requires in-depth knowledge and understanding of factors that interact to influence implementation and fidelity. A qualitative process evaluation using a case study methodology was employed with ten schools, to explore stakeholders’ views of delivery and participation in the program. Overall, Reciprocal Reading was found to be feasible to implement and was viewed positively across the schools. However the issue of timetabling the program within an intense curriculum was considered a barrier.

Authors

• Aideen Gildea, Queen's University

• Liam O'Hare, Queen's University - Belfast

• Patrick Stark, Queen's University - Belfast

• Andy Biggart, Queens' University Belfast

• Maria Paz Cockerill, Queen's University - Belfast

• Katrina Lloyd, Queen's University - Belfast

• Sheila McConnellogue, Queen's University - Belfast

• Paul Connolly, Lancaster University