FFT Reciprocal Reading: Efficacy Trial Evaluation Report (EEF)
O'Hare, L., et al. (Queen's University Belfast / Education Endowment Foundation) · 2019
grade Brctindependentreplicated
Sample
98 schools, 5,222 pupils
Population
England primary pupils; whole-class (Year 4) and targeted (Year 5-6) arms.
Design
Large cluster RCT with independently marked standardized outcomes. The best modern at-scale test of reciprocal teaching under realistic teacher delivery.
Key findings
Teacher-delivered whole-class strategy instruction is ~zero on standardized measures (ES=0.00); only targeted small-group delivery shows a small effect (0.14-0.18), about half the older 0.32 anchor. Caps real-world comprehension-strategy effects well below the efficacy-trial estimates.
Genetic confound
RCT controls selection.
Replication notes
Whole-class null corroborated by O'Hare et al. 2025 (definitive high-school trial: null) and Okkinga 2018 whole-class meta (standardized d=0.19).
DOI / URL
Effects
| Outcome | Metric | Value | Measure | Timing | Vs | Horizon | Class |
|---|---|---|---|---|---|---|---|
| Whole-class (Year 4) overall reading / comprehension | ES | 0.00 (-0.06,0.07) / -0.02 (-0.09,0.06); ns | standardized | end-of-treatment | business-as-usual | end-of-treatment | domain-skill |
| Targeted (Year 5-6) reading / comprehension | ES | 0.14 (0.04,0.25) / 0.18 (0.07,0.29); sig | standardized | end-of-treatment | business-as-usual | end-of-treatment | domain-skill |
Cited by
- Reading-comprehension strategy instruction (reciprocal teaching, summarizing, questioning)mixedconf: mediumgc: low