Putting RCTs in their place: implications from an RCT of the integrated group reading approach

This paper describes the context, processes and issues experienced over 5 years in which a RCT was carried out to evaluate a programme for children aged 7–8 who were struggling with their reading. Its specific aim is to illuminate questions about the design of complex teaching approaches and their evaluation using an RCT. This covers the early development by the originator and work to develop and design a RCT funded trial. The experimental,...