Interpreting RCT, process evaluation and case study evidence in evaluating the Integrated Group Reading (IGR) programme: a teacher-led, classroom-based intervention for Year 2 and 3 pupils struggling to read
- Submitting institution
-
University of Exeter
- Unit of assessment
- 23 - Education
- Output identifier
- 3429
- Type
- D - Journal article
- DOI
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10.1080/00131911.2018.1557597
- Title of journal
- Educational Review
- Article number
- -
- First page
- 1
- Volume
- TBC
- Issue
- TBC
- ISSN
- 0013-1911
- Open access status
- Compliant
- Month of publication
- February
- Year of publication
- 2019
- URL
-
-
- Supplementary information
-
-
- Request cross-referral to
- -
- Output has been delayed by COVID-19
- No
- COVID-19 affected output statement
- -
- Forensic science
- No
- Criminology
- No
- Interdisciplinary
- No
- Number of additional authors
-
2
- Research group(s)
-
-
- Proposed double-weighted
- No
- Reserve for an output with double weighting
- No
- Additional information
- -
- Author contribution statement
- -
- Non-English
- No
- English abstract
- -
