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

Lettington, J, Hill, V, Sumner, E ORCID: 0000-0002-9196-7713 and Dockrell, J (2025) Understanding ‘what works’: a mixed-methods evaluation of a multicomponent reading intervention in primary schools. Educational and Child Psychology, 42 (4). pp. 40-56. ISSN 0267-1611

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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.

Item Type:	Article
Additional Information:	This is a pre-publication version of the following article: Lettington, Joseph, Hill, Vivian, Sumner, Emma, Dockrell, Julie, Understanding ‘what works’: a mixed-methods evaluation of a multicomponent reading intervention in primary schools, Educational and Child Psychology, https://doi.org/10.53841/bpsecp.2025.42.4.40 @ British Psychological Society, Vol 42, Issue 4
Uncontrolled Keywords:	3901 Curriculum and Pedagogy; 39 Education; 3904 Specialist Studies In Education; Clinical Research; Behavioral and Social Science; Pediatric; 3.1 Primary prevention interventions to modify behaviours or promote wellbeing; 6.6 Psychological and behavioural; 4 Quality Education; 1303 Specialist Studies in Education; 3903 Education systems; 3904 Specialist studies in education
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions:	Education
Publisher:	British Psychological Society
Date of acceptance:	14 October 2025
Date of first compliant Open Access:	6 January 2026
Date Deposited:	06 Jan 2026 14:46
Last Modified:	06 Jan 2026 14:46
DOI or ID number:	10.53841/bpsecp.2025.42.4.40
URI:	https://researchonline.ljmu.ac.uk/id/eprint/27838

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