Reciprocal Reading in Practice
Research on Reciprocal Reading
The Education Endowment Foundation evaluated the Fischer Family Trust’s reciprocal reading programme. It found that:
- Children in the targeted reciprocal reading intervention group made the equivalent of two additional months’ progress in their overall reading and reading comprehension on average, compared to the equivalent children in the other schools.
- Children in the targeted reciprocal reading intervention group made more progress in reading accuracy and pupil comprehension metacognition, while the children taught as a whole class showed effects for only pupil comprehension metacognition.
- Reciprocal reading carried out at whole-class level had no impact on pupils’ overall reading or reading comprehension outcomes, on average.
- Reciprocal reading had a positive impact on reading comprehension for children receiving free school meals and in the targeted intervention group, but not for children receiving free school meals who were taught as a whole class.
(Source: Education Endowment Foundation, Evaluation Conclusions)
You can read the results in more detail here.
For further information, including how this research applies to Northern Ireland, please watch Video: Reciprocal Reading in Practice: An Evaluation. It is an interview with Dr Liam O’Hare (Queen’s University Belfast) who was part of the team that wrote the Education Endowment Foundation Evaluation Report.
Please note, the findings of this research are applicable only to the Fischer Family Trust reciprocal reading method.