Developing higher-order reading skills in mainstream primary schools

a metacognitive approach in educational psychology in Scotland a study protocol

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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.
Original languageEnglish
Pages (from-to)16-22
Number of pages7
JournalEducational Psychology in Scotland
Volume17
Issue number2
Publication statusPublished - 30 Jun 2016

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Educational Psychology
Scotland
Reading
Outcome Assessment (Health Care)
Research
Thinking
Literacy

Keywords

  • reading skills
  • primary school
  • metacognitive approach
  • educational psychology

Cite this

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