ABSTRACT

In this paper, we present insights from the qualitative data collected during a process evaluation of a reading intervention project carried out in primary and secondary schools in West Yorkshire, England.

Commercially available reading interventions, financed by the Strategic School Improvement Fund, were delivered by school staff to disadvantaged pupils over a period of four half-terms, and a team of university-based researchers carried out qualitative interviews with members of school staff in order to discover factors that affect the sustainability of school-based reading interventions after the initial funding period, and identify good practice in planning for and meeting sustainability objectives. The data from the interviews enabled the researchers to compare and contrast the experiences of the staff following the different interventions.

The findings presented in this paper have generated some helpful guidance about the process of implementing reading interventions in schools successfully, and factors such as staff training, fidelity of implementation and organisational context are discussed.

摘要

在本文中，我们从对英格兰西约克郡中小学进行的阅读干预项目的过程评估过程中收集的定性数据提出见解。

由战略学校改进基金资助的商业阅读干预措施由学校工作人员在四个半学期期间向处境不利的学生提供，一个大学研究人员团队对学校工作人员进行了定性访谈，以便发现在初始资助期后影响校本阅读干预可持续性的因素，并确定规划和实现可持续性目标的良好做法。访谈数据使研究人员能够比较和对比员工在不同干预措施后的经历。

本文提出的研究结果为在学校成功实施阅读干预的过程提供了一些有用的指导，并讨论了员工培训、实施的忠诚度和组织环境等因素。