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Implementing reading interventions to support disadvantaged children in England: insights from a process evaluationIn 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.
Strategic School Improvement Fund (SSIF) 'Narrowing the gap in reading attainment for disadvantaged pupils': a report into the impact of reading interventions in schools to support disadvantaged childrenA qualitative investigation into a project designed to narrow the gap in reading attainment for disadvantaged pupils through the use of commercially available reading interventions. This report contains case studies for each of the four reading interventions used; Accelerated Reader, Catch Up® Literacy, Fresh Start and Lexonik.