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

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.