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Understanding 'what works': a mixed-methods evaluation of a multicomponent reading intervention in primary schools.

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Title: Understanding 'what works': a mixed-methods evaluation of a multicomponent reading intervention in primary schools.
Authors: Lettington, Joseph (AUTHOR), Hill, Vivian (AUTHOR), Sumner, Emma (AUTHOR), Dockrell, Julie (AUTHOR)
Source: Educational & Child Psychology. Autumn2025, Vol. 49 Issue 2, p40-56. 17p.
Subjects: Reading intervention, Mixed methods research, Qualitative research, Statistics, Struggling readers, Response to intervention (Education), Primary schools, Educational psychologists
Abstract: Aims: This research investigates the effectiveness of a multicomponent reading intervention using both quantitative and qualitative data. Method/Rationale: This study evaluates how Educational Psychologists (EPs) can address literacy difficulties through exosystemic interventions that support school practitioners. A mixed-methods approach assessed a multicomponent reading intervention with Year Two children (N=58, mean age: 6 years, 8 months) through reading measures and interviews with five intervention practitioners. Pre- and post-intervention reading assessments were analysed quantitatively, while reflexive thematic analysis examined qualitative data from staff, providing insights into factors influencing intervention delivery and effectiveness from practitioner perspectives. Findings: The intervention produced statistically significant improvements in word reading. Qualitative analysis identified four themes influencing successful implementation: (i) psychosocial interactive learning processes; (ii) enhanced self-determination of intervention facilitators; (iii) integrated approaches to teaching literacy; and (iv) structural integration of reading processes. These findings are contextualised within national education policy and highlight implications for EPs' strategic role in addressing literacy difficulties. Limitations: This was a small-scale study and intervention fidelity was, to some extent, challenging given that practitioners were responsible for delivery. Conclusions: This research provides valuable insights into the impact and effectiveness of a multicomponent reading intervention from both quantitative and qualitative perspectives, demonstrating how EPs can lead development, support implementation, and evaluate interventions to address reading difficulties comprehensively. [ABSTRACT FROM AUTHOR]
Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Understanding 'what works': a mixed-methods evaluation of a multicomponent reading intervention in primary schools.
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  Data: <searchLink fieldCode="JN" term="%22Educational+%26+Child+Psychology%22">Educational & Child Psychology</searchLink>. Autumn2025, Vol. 49 Issue 2, p40-56. 17p.
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  Data: <searchLink fieldCode="DE" term="%22Reading+intervention%22">Reading intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Mixed+methods+research%22">Mixed methods research</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br /><searchLink fieldCode="DE" term="%22Statistics%22">Statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Struggling+readers%22">Struggling readers</searchLink><br /><searchLink fieldCode="DE" term="%22Response+to+intervention+%28Education%29%22">Response to intervention (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Primary+schools%22">Primary schools</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+psychologists%22">Educational psychologists</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Aims: This research investigates the effectiveness of a multicomponent reading intervention using both quantitative and qualitative data. Method/Rationale: This study evaluates how Educational Psychologists (EPs) can address literacy difficulties through exosystemic interventions that support school practitioners. A mixed-methods approach assessed a multicomponent reading intervention with Year Two children (N=58, mean age: 6 years, 8 months) through reading measures and interviews with five intervention practitioners. Pre- and post-intervention reading assessments were analysed quantitatively, while reflexive thematic analysis examined qualitative data from staff, providing insights into factors influencing intervention delivery and effectiveness from practitioner perspectives. Findings: The intervention produced statistically significant improvements in word reading. Qualitative analysis identified four themes influencing successful implementation: (i) psychosocial interactive learning processes; (ii) enhanced self-determination of intervention facilitators; (iii) integrated approaches to teaching literacy; and (iv) structural integration of reading processes. These findings are contextualised within national education policy and highlight implications for EPs' strategic role in addressing literacy difficulties. Limitations: This was a small-scale study and intervention fidelity was, to some extent, challenging given that practitioners were responsible for delivery. Conclusions: This research provides valuable insights into the impact and effectiveness of a multicomponent reading intervention from both quantitative and qualitative perspectives, demonstrating how EPs can lead development, support implementation, and evaluate interventions to address reading difficulties comprehensively. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=190443746
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        Value: 10.53841/bpsecp.2025.42.4.40
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        Text: English
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      – SubjectFull: Mixed methods research
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      – SubjectFull: Qualitative research
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      – SubjectFull: Struggling readers
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      – SubjectFull: Primary schools
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              Text: Autumn2025
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