IGR was trialled in two ways (RCT and process evaluation) in order to address two aims:
* To see whether children’s reading accuracy, comprehension and reading attitudes were enhanced by IGR compared to usual teaching using a clustered randomised control trial (RCT) design, and
* To observe how the programme was taught in practice, and how teachers experienced using the programme
For each aim different yet complementary methodologies were followed:
For the clustered randomised design, where each school was considered to be a separate unit (cluster), schools were randomly assigned into experimental and control groups. The focus was on reading levels of individual pupils experiencing IGR, and on the wider class.
For the process evaluation the focus was on how IGR was put into practice, and the experiences of teachers in using IGR.
IGR pupils had their reading individually assessed using the YARC test, and there was also a group reading test for each participating class (Hodder test). Pupils and teachers also completed attitudes and self-efficacy questionnaires respectively.
For the process evaluation, teachers were asked to complete a fortnightly log to monitor the fidelity of the IGR intervention, and field data was collected by a visiting researcher.
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