Challenges for implementation in diverse settings : Reflections on two randomised controlled trials of educational interventions in South American communities
Newbury, Df, Mesa, Carol, Puglisi, M., Nash, M., Nag, S., Hulme, C. and Snowling, Mj. (2022). Challenges for implementation in diverse settings : Reflections on two randomised controlled trials of educational interventions in South American communities. Research Papers in Education. 38(6), pp. 966-986. https://doi.org/10.1080/02671522.2022.2065526
|Authors||Newbury, Df, Mesa, Carol, Puglisi, M., Nash, M., Nag, S., Hulme, C. and Snowling, Mj|
Research in the UK suggests that multi-componential interventions focusing on language and pre-literacy skills can improve children’s reading and language skills. However, simple translations of such programmes may not produce equivalent effects in diverse communities. The reasons for this are multi-faceted and include factors beyond the rationale and content of the intervention programmes themselves. Understanding these factors is critical for creating programmes that will generalise across settings. In this review, we reflect upon challenges encountered in two reading and language intervention programmes in South America to identify community and cultural contextual factors that can influence the implementation and scalability of educational programmes. We use our findings to develop an education-specific framework to guide the development and implementation of high-quality evidence-based approaches to language and literacy intervention. Our model guides implementation practices in diverse contexts and stresses the importance of the evidence-base and communication.
|Keywords||reading; language; intervention; implementation; Chilean Language And Reading Alliance Intervention Trial (CLARA); Programa Educacional Para A Promoção Da Linguagem Infantil (PROLIN); Consolidated Framework for Implementation Research (CFIR); Randomised Controlled Trial (RCT)|
|Journal||Research Papers in Education|
|Journal citation||38 (6), pp. 966-986|
|Digital Object Identifier (DOI)||https://doi.org/10.1080/02671522.2022.2065526|
|Web address (URL)||https://www.tandfonline.com/doi/full/10.1080/02671522.2022.2065526|
|Open access||Published as ‘gold’ (paid) open access|
|Research or scholarly||Research|
|Economic and Social Research Council (ESRC)|
|Newton International Fellowship|
File Access Level
|Online||27 Apr 2022|
|Publication process dates|
|Accepted||09 Apr 2022|
|Deposited||27 Jun 2023|
© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/ licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
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