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A Realistic Evaluation of the Introduction of the Simple View of Reading in Primary Schools

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A Realistic Evaluation of the Introduction of the Simple View of Reading in Primary Schools A realistic evaluation of the introduction of the Simple View of Reading in primary schools A thesis submitted to the University of Manchester for the degree of Doctor in Educational Psychology In the Faculty of Humanities 2010 SUSAN CORNWELL School of Education 1 LIST OF CONTENTS Page Chapter 1 Introduction 1.1 Overview 15 1.2 Rationale for the study 15 1.3 Research Questions 18 1.4 Outline of the study 19 1.5 Structure of the Thesis 20 Chapter 2 Literacy Learning: Literature Review 2.1 Overview of the national and local context 22 2.2 Models of literacy learning 23 2.1.1 The Searchlights Model 23 2.1.2 The Simple View of Reading (SVOR) 25 2.3 Teacher identification of literacy learning needs 31 2.3.1 The need for assessment 31 2.3.2 A whole school approach 32 2.3.3 Approaches to assessment 34 2.4 The use of SVOR to aid assessment 40 2.5 Summary 41 2.6 How the preceding review informs the study 42 Chapter 3 Staff Development: Literature Review 3.1 Introduction 44 3.2 Models of staff development 45 3.2.1 Outside agency led change 45 3.2.2 Teacher led approaches 48 3.2.3 An eclectic approach 52 3.3 Models of individual teacher development 53 3.4 Conditions needed to facilitate staff development 57 3.5 Barriers to change 59 3.5.1 How our understanding has changed 59 3.5.2 Terminology 61 3.5.3 Teacher attitudes 61 3.5.4 Leadership 62 3.5.5 Lack of time 63 2 3.5.6 Application of research 63 3.5.7 Stage of teaching career 64 3.6 Summary 65 3.7 How the preceding literature review informs the 66 study Chapter 4: Methodology 4.1 Outline of chapter 69 4.2 Aims of the study and research questions 69 4.3 Chronology of this research 70 4.4 The application of realist research methodology 71 4.4.1 Why a realist approach was chosen 71 4.4.2 How this study encapsulated the essential elements 74 of realist research 4.4.3 Difficulties associated with realist research 77 4.5 Participation in this study 79 4.5.1 Selection of schools 79 4.5.2 Contexts within each school 79 4.5.3 Teachers involved in the study 80 4.6 Questionnaires 82 4.6.1 Construction of the questionnaires 82 4.6.2 Terms used in the questionnaires 85 4.6.3 Piloting procedure 86 4.6.4 Validity 87 4.6.5 Reliability 88 4.7 Reflection Sheet 88 4.8 Interviews 89 4.8.1 Construction of the interviews 89 4.8.2 Potential difficulties with the interview process 92 4.8.3 Issues relating to validity and reliability 93 4.9 Ethical considerations 93 4.10 Analysis of data 94 4.10.1 Questionnaires 94 4.10.2 Interviews 96 4.11 Summary 97 Chapter 5: Questionnaire Results 5.1 Introduction 99 5.2 Questionnaire data 99 5.2.1 Question 1: Teacher confidence in identifying 100 literacy learning needs 3 5.2.2 Questions 2-7: Teacher perceptions relating to the initial identification and clarification of literacy 101 learning needs 5.2.3 Methods used by teachers to identify literacy needs 106 5.2.4 Questions 9 & 12: Teacher understanding of models 107 of literacy learning 5.2.5 Questions 10, 11, 14, 14: Teacher use and application 108 of their knowledge of models of literacy 5.3 Questionnaire analysis by school 109 5.4 Factors that helped and hindered teachers 115 incorporating the SVOR into their practice 5.5 Teacher reflections on the use of the SVOR 117 5.5.1 Difficulty 118 5.5.2 Provision of useful information 119 5.5.3 Provision of additional information 121 5.5.4 How initial intentions influence practice 121 5.6 Summary of main findings 123 Chapter 6: Interview Findings 6.1 Introduction 126 6.1.1 Outline of the interview process 126 6.1.2 Pilot interview 127 6.1.3 Overview of the chapter 128 6.2 Teacher reports relating to why they did or did not 128 change their practice 6.3 Teacher consideration of statements 130 6.3.1 Differences in ratings 131 6.3.2 Identified themes and the ranking of each theme 133 6.3.3 Ratings for statements relating to stages of 142 teacher development 6.4 Comparison of teachers within the same school 148 6.4.1 School D 148 6.4.2 School E 152 6.4.3 School C 155 6.4.4 Summary 160 6.5 Factors facilitating change for teachers 160 6.6 Factors identified as barriers to change 162 6.7 Summary 163 Chapter 7: Discussion 7.1 Outline of the chapter 165 7.2 Research Question 1 165 4 7.3 Research Question 2 166 7.3.1 To identify literacy learning needs 166 7.3.2 To inform understanding of literacy learning 167 7.3.3 To target interventions 167 7.3.4 To group children 168 7.4 Research Question 3 168 7.5 Research Question 4 169 7.6 Research Question 5 170 7.7 Research Question 6 171 7.8 Research Question 7 171 7.9 Summary of key findings 175 7.10 Reflections on the questionnaire phase of the study 176 7.10.1 General difficulties 176 7.10.2 Questionnaire composition 177 7.10.3 Analysis of data 179 7.11 Reflection on the interview procedure 179 7.11.1 Number and timing of interviews 180 7.11.2 Influence/role of the interviewer 181 7.11.3 Structure of the interviews 181 7.12 Reflections on training and how findings relate to 182 theories of staff development 7.13 How the SVOR, as used by teachers in this study, 186 fits with existing guidelines theories and practice 7.14 Summary 188 Chapter 8: Summary and conclusions 8.1 Overview of the chapter 189 8.2 Key findings in relation to the research questions 189 and main conclusions 8.3 Reflection on the use of a realist approach 192 8.4 Implications for the identification of literacy 194 learning needs and the utility of the SVOR 8.5 Implications for future training/staff development 195 8.6 Implications for further research 197 8.7 Implications for Educational Psychologists 197 References 201 5 Page Appendices Appendix 1: Pilot studies 221 Appendix 2: Chronology 227 Appendix 3: Training powerpoint slides 231 Appendix 4: Resource package 237 Appendix 5: School outlines 239 Appendix 6: Pre and post pilot questionnaires (2007) 240 Appendix 7: 2008 Questionnaire 247 Appendix 8: Statements for interview 252 Appendix 9: Example of open coding process 254 Appendix 10: Reflections sheet 256 Appendix 11: Adapted SVOR 257 Appendix 12: Graduated SVOR 258 Appendix 13: Open ended interview question responses 259 Appendix 14: Summary of factors contributing to teachers 260 incorporating/not incorporating, the SVOR into their practice Appendix 15: Statement Ratings 266 Appendix 16: C-M-O configurations: teachers 4 & 7 275 Word Count 55,267 6 LIST OF TABLES Page Table 1 Wideen’s Stages of Instructional Change 67 in relation to this study Table 2 Definitions of terms used in the study 75 Table 3 Early thoughts regarding possible context- 76 mechanism-outcome configurations Table 4 Numbers of staff participating in the research 80 and key staff changes 2007-2008 Table 5 Criteria used to select teachers for interview 81 Table 6 Potential problems with the questionnaire and 84 how these were addressed Table 7 A definition of terms used in the questionnaire 85 Table 8 Research questions framing this study alongside 98 the data source and method of analysis for each question Table 9 Teacher rating of confidence when identifying 100 literacy learning needs Table 10 Teacher ratings of whether, in their opinion, the 101 initial identification of literacy learning needs forms a central part of their role Table 11 Teacher rating of whether, in their opinion, the 102 clarification of literacy learning needs forms a central part of their role Table 12 Teacher ratings of whether, in their opinion, the 102 initial identification of literacy learning needs should be carried out by the SENCo Table 13 Teacher rating of whether, in their opinion, the 103 clarification of literacy learning needs should be carried out by the SENCo Table 14 Teacher ratings of whether, in their opinion, the 104 initial identification of literacy learning needs should be carried out by an outside agency 7 Table 15 Teacher rating of whether, in their opinion, the 105 clarification of literacy learning needs should be carried out by an outside agency Table 16 Question 15, 2007 & 2008 106 Table 17 Mean rating scale scores for matched subjects 110 in school A, 2007 & 2008 Table 18 Mean rating scale scores for matched subjects 110 in school B, 2007 & 2008 Table 19 Mean rating scale scores for matched subjects 111 in school C, 2007 & 2008 Table 20 Mean rating scale scores for matched subjects 111 in school D, 2007 & 2008 Table 21 Mean rating scale scores for matched subjects 112 in school E, 2007 & 2008 Table 22 Comparison of teacher intentions and actual practice 122 Table 23 Outline of the interviews conducted. 126 Table 24 Themes identified within each category 133 Table 25 C-M-O configurations for Teacher 2, School D 149 Table 26 C-M-O configurations for Teacher 3, School D 150 Table 27 C-M-O configurations for Teacher 5, School E 152 Table 28 C-M-O configurations for Teacher 6, School E 153 Table 29 C-M-O configurations for Teacher 1, School C 156 Table 30 C-M-O configurations for Teacher 8, School C 157 Table 31 C-M-O configurations for Teacher 9, School C 158 Table 32 How the SVOR either triggered, or failed to trigger, 169 changes in practice for teachers in this study Table 33 Key findings in relation to the research questions 189 8 LIST OF FIGURES Page Figure 1 Diagrammatic representation of the SVOR 26 Figure 2 Model of staff development (Guskey, 1986) 54 Figure 3 Guskey’s (1986) model in relation to this study 66 Figure 4 Similarities between realist research and the Wheel 74 of Science (Wallace, 1971) Figure 5 Early thinking about how the SVOR may influence practice 77 Figure 6 Graph: How much the statement ‘The SVOR has changed/ 143 added to my classroom practice’ applies to teachers
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