Abstract
This paper presents the research protocol for a pragmatic RCT of the Reciprocal Reading programme. Reciprocal Reading (RR) is a workforce development programme that supports practicing Teachers/Teaching Assistants develop and deliver comprehension instruction in mainstream UK settings for pupils aged 8–11 years. The protocol outlines a research design that will assess whether the RR programme can improve a number of specific outcomes in intervention group pupils, in a sample of schools experiencing higher than average levels of disadvantage. The primary outcome for analysis is reading comprehension with secondary outcomes of overall literacy, reading accuracy and comprehension pre-cursors at the child and school level. The study will also include a process evaluation using qualitative data and quantitative implementation data.
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