Developing higher-order reading skills in mainstream primary schools : a metacognitive approach in educational psychology in Scotland a study protocol

Moir, Taryn and Boyle, James and Woolfson, Lisa (2016) Developing higher-order reading skills in mainstream primary schools : a metacognitive approach in educational psychology in Scotland a study protocol. Educational Psychology in Scotland, 17 (2). pp. 16-22. ISSN 1354-0599

[img]
Preview
Text (Moir-etal-EPS-2016-Developing-higher-order-reading-skills-in-mainstream-primary-schools)
Moir_etal_EPS_2016_Developing_higher_order_reading_skills_in_mainstream_primary_schools.pdf
Accepted Author Manuscript

Download (926kB)| Preview

    Abstract

    This study protocol outlines a two-part study that will evaluate an evidence-based metacognitive approach to literacy, the Strathclyde Higher Order Thinking Skills programme (SHORS). A pilot (study 1) will inform the main study (study 2). The design of the study is an eight week intervention with pre- and post-measures. This protocol provides the details of the rationale and design of the study and details of the intervention, outcome measures, and the recruitment process. The study will address gaps within current research by evaluating the intervention impact within a Scottish setting.