View in EDS

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

Saved in:
Bibliographic Details
Title: Reciprocal Reading for Struggling Readers: An Exemplar of Evidence Implementation in Schools
Language: English
Authors: Cockerill, Maria (ORCID 0000-0002-9780-3859), O'Keeffe, Joanne, Thurston, Allen, Taylor, Andy
Source: Review of Education. Apr 2022 10(1).
Availability: 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
Peer Reviewed: Y
Page Count: 22
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Reading Strategies, Reading Instruction, Poverty, Elementary Secondary Education, Foreign Countries, Program Implementation, Fidelity, Teacher Behavior, Student Behavior, Teacher Attitudes
Geographic Terms: United Kingdom (England)
DOI: 10.1002/rev3.3332
ISSN: 2049-6613
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.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1333407
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1333407
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Reciprocal Reading for Struggling Readers: An Exemplar of Evidence Implementation in Schools
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Cockerill%2C+Maria%22">Cockerill, Maria</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9780-3859">0000-0002-9780-3859</externalLink>)<br /><searchLink fieldCode="AR" term="%22O'Keeffe%2C+Joanne%22">O'Keeffe, Joanne</searchLink><br /><searchLink fieldCode="AR" term="%22Thurston%2C+Allen%22">Thurston, Allen</searchLink><br /><searchLink fieldCode="AR" term="%22Taylor%2C+Andy%22">Taylor, Andy</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Review+of+Education%22"><i>Review of Education</i></searchLink>. Apr 2022 10(1).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 22
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2022
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Reading+Strategies%22">Reading Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Poverty%22">Poverty</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Fidelity%22">Fidelity</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Behavior%22">Teacher Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28England%29%22">United Kingdom (England)</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1002/rev3.3332
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2049-6613
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2022
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1333407
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1333407
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1002/rev3.3332
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
    Subjects:
      – SubjectFull: Reading Strategies
        Type: general
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Poverty
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Program Implementation
        Type: general
      – SubjectFull: Fidelity
        Type: general
      – SubjectFull: Teacher Behavior
        Type: general
      – SubjectFull: Student Behavior
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: United Kingdom (England)
        Type: general
    Titles:
      – TitleFull: Reciprocal Reading for Struggling Readers: An Exemplar of Evidence Implementation in Schools
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Cockerill, Maria
      – PersonEntity:
          Name:
            NameFull: O'Keeffe, Joanne
      – PersonEntity:
          Name:
            NameFull: Thurston, Allen
      – PersonEntity:
          Name:
            NameFull: Taylor, Andy
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 04
              Type: published
              Y: 2022
          Identifiers:
            – Type: issn-electronic
              Value: 2049-6613
          Numbering:
            – Type: volume
              Value: 10
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Review of Education
              Type: main
ResultId 1