Interpreting RCT, process evaluation and case study evidence in evaluating the Integrated Group Reading (IGR) programme: a teacher-led, classroom-based intervention for Year 2 and 3 pupils struggling to read

Abstract

ABSTRACT Almost 20% of English pupils still experience difficulties with reading despite the use of a predominantly phonics-based approach that works well for most children, but not for all; therefore, other approaches need to be explored. The Integrated Group Reading (IGR) programme involves an inclusive approach to targeted teaching led by class teachers using group-based class organisation and the integration of diverse, research-based approaches (language and phonics-based). IGR has been evaluated in 34 English schools across 5 varied local authority areas using a cluster randomised design and a process evaluation. IGR was found to support enjoyment of reading and attain as much reading gains as the more phonics-oriented programmes used in the control classes. Following its use there were gains in teachers’ self-efficacy in teaching reading, and no negative effects on the class (non-IGR) pupils’ reading skills were found. This study shows what a more inclusive approach to targeted reading intervention can achieve through a well-resourced programme. Questions can be asked about the interpretation of randomised controlled trial (RCT) findings when it comes to classroom-based educational interventions, and about teacher choice in opting for alternative teaching approaches.