| Themes | illustrative quotes | Studies | CERQual concerns | CERQual explanation |
|---|---|---|---|---|
|
Getting carers involved in the intervention, a question of attitude? One rationale for using paired reading with children in out-of-home care is that the method actively involves foster parents in the reading process. As indicated by the case descriptions, carers embraced this task differently. Some carers talked about reading in general as something important. Children in their care were encouraged to read and they had a positive attitude towards the project. Carers, like Linda, were already actively involved in the education of the children in their care. They expressed an awareness of foster children’s academic vulnerability and tried to prevent school failure. Such attitudes were linked to carers committing to the programme and following through – despite experiencing problems. Previous studies indicate that low expectations and lack of support from key adults are two main reasons for foster children’s educational underperformance. | “These children should have the same opportunities to succeed in school as other children have. We should have the same expectations on them. They are able and we should not pity them or think any less of them, but this might not come natural for everyone. I think that a project like this could be helpful in that respect.” Carer |
1 |
ML: Minor C: No concerns A: Serious R: No concerns Overall: Very Low | Only one study contributed to this theme. Study was not UK-based. Study was moderate risk of bias. No apparent validation of methods. |
|
Being a part of the project meant that carers could become aware of the importance of foster children’s school performance Knowing that good literacy skills are crucial for managing school became a motivational factor to get engaged. Carers, who had not previously been involved in their child’s education and reading, were provided with a tool to become active supporters. When practicing paired reading, carers would learn more about their children’s needs. Receiving feedback on the literacy tests the children did as a part of the pre/post-evaluation had a similar effect. As in the case of foster mother Julia, further insights about the children’s abilities and needs could enhance the engagement. Some had continued to use paired reading or wanted to try it with other children. |
“I guess you could say that we were aware of him having problems in school, and we were happy that we had been chosen to be a part of the project. Without it we would probably not have sat down to read with him.” Carer |
1 |
ML: Minor C: No concerns A: Serious R: No concerns Overall: Very Low | Only one study contributed to this theme. Study was not UK-based. Study was moderate risk of bias. No apparent validation of methods. |
|
Intervention provided an opportunity to spend more time with the child Another reason for carers to get involved was linked to seeing an opportunity to spend more time with the child, as in the case of foster mother Anita. For these carers the intervention meant that they could spend ‘quality time’ together. This relational aspect seemed to be a motivational factor for carers in all participant groups. According to some carers, the intervention had improved their relations with the child. | No supportive quotes reported |
1 |
ML: Minor C: No concerns A: Serious R: No concerns Overall: Very Low | Only one study contributed to this theme. Study was not UK-based. Study was moderate risk of bias. No apparent validation of methods. |
|
Barriers to engagement with the intervention There were examples of carers who had a more or less explicitly negative attitude towards the intervention. As with the case of foster father Martin (Insufficient reading), this could be due to not experiencing that the child was in need of any reading training. Additionally, some carers felt as if the intervention went beyond their area of responsibility. Although participation was said to be voluntarily, one carer even felt as if she was forced. She talked about the intervention in negative terms, and felt a big relief when it ended. It is possible that a negative attitude could come from carers’ own school experiences and reading habits. Not all carers seemed to regard reading as something important. This could potentially make it more difficult to get involved. Either way, a negative attitude was clearly associated with reduced programme compliance, compared with those who saw relational benefits or talked about the importance of reading or succeeding in school. | “I feel like we already have a pretty, ehm, foster children have a lot to deal with and then this becomes another liability for us … Perhaps it could be something that they can do in school or something that the libraries could take responsibility for.” Foster Carer |
1 |
ML: Minor C: No concerns A: Serious R: No concerns Overall: Very Low | Only one study contributed to this theme. Study was not UK-based. Study was moderate risk of bias. No apparent validation of methods. |
|
Integrating the reading training in the everyday life – the need for motivation and prioritization The carers who participated in the project took on the task of reading with their foster children on a regular weekly basis. Although the majority complied with the programme, the interviews showed that it could be difficult to integrate the reading training in the everyday life. The key to success seemed to be working with the child’s motivation and prioritizing the reading sessions. Some carers meant that having many children to care for made it difficult to find the time. Others had the same situation but managed anyway, as in the case of foster mother Julia (Sufficient reading). Carers who were used to reading with or helping children with homework were more successful in finding the time. For them, engaging in this intervention was not radically different from what they already did in their daily life with the children. Moreover, their positive attitude towards the project made them prioritize the reading. |
“We already have a tight schedule and since we’re so many, there are so many things that need to work out. Our everyday life is planned in detail with meals, dropping off and picking the children up, school work and so on.” Carer “Other activities were more appealing. You have to motivate them, but it’s not always that easy. They did not want to read, and you can’t force them into doing this.” Carer |
1 |
ML: Minor C: No concerns A: Serious R: No concerns Overall: Very Low | Only one study contributed to this theme. Study was not UK-based. Study was moderate risk of bias. No apparent validation of methods. |
|
Overcoming reluctance and persistence Some children were reluctant to read, and the carer above makes a point about motivating the children. A period of 16 weeks was described as long, and it turned out to be difficult to keep up the motivation throughout the whole project. Some carers thought that it could have been easier motivating the children had the intervention lasted a shorter time. Others meant that children do not have to enjoy it at all times. When it comes to homework or attending school, children will sometimes resist, and the same goes for paired reading. The responsibility to making it work lies on the carers. | “It’s on us as adults to make sure that this goes well … I think that it’s beneficial if the adult is positive, because your attitude will be reflected on the children. Perseverance does it! I think that it’s on us to communicate this to the children.” Carer |
1 |
ML: Minor C: No concerns A: Serious R: No concerns Overall: Very Low | Only one study contributed to this theme. Study was not UK-based. Study was moderate risk of bias. No apparent validation of methods. |
|
Use of rewards to motivate, but better motivation was using books that children were excited to read At times, giving stickers or using bribes could be facilitating. As in the case of foster mother Linda and her boy Yusef, children could be motivated to read more when they themselves noticed progress. However, the actual key in motivating the child and making the intervention work seemed to be making the reading session into an enjoyable activity. If the children got to read books or other reading material that excited them, it could be something to long for: Carers like Julia would try to make the reading sessions cosy. Having the one to one time could be important for both children and carers. |
“It was not like they thought it was bothersome to read – quite the opposite! They longed for it. They chose their own books, books they found exciting, so they wanted to know how the plot would unfold.” Carers “He thought that this way of reading was so nice and wanted me to read with him at all times. I think that it was special for him to get close to me, to spend time with me and to get my full attention.” Carers |
1 |
ML: Minor C: No concerns A: Serious R: No concerns Overall: Very Low | Only one study contributed to this theme. Study was not UK-based. Study was moderate risk of bias. No apparent validation of methods. |
|
Challenge of choosing appropriate reading material Choosing appropriate reading material could be rather challenging. As in the case of foster father Martin, choosing wrong books made it difficult to motivate the child. Another carer who had experienced difficulties motivating her children explained that the releasing point for them was when they dropped the books and instead read the IKEA catalogue. | No supportive quotes reported |
1 |
ML: Minor C: No concerns A: Serious R: No concerns Overall: Very Low | Only one study contributed to this theme. Study was not UK-based. Study was moderate risk of bias. No apparent validation of methods. |
|
Flexible approach needed Making the reading training enjoyable also involved being sensitive to the child and adapt a flexible approach when delivering the intervention. If a child at one time did not want to read the full 20 min, carers could make them read less and try to catch up at another time. Having a rigid approach made it even more difficult to motivate children who were not used to read in their everyday life. At times of carer/child conflicts, a flexible approach could also involve having someone else reading with the child. Having more than one person reading with the child could make both siblings and the extended family involved in a positive way. | “She was the one doing all the reading. We just followed along and only intervened if it was ‘going to pot’. You have to adapt to her conditions and the situation we had with her otherwise she gets annoyed and the reading will fail.” Carer |
1 |
ML: Minor C: No concerns A: Serious R: No concerns Overall: Very Low | Only one study contributed to this theme. Study was not UK-based. Study was moderate risk of bias. No apparent validation of methods. |
|
Practicing the paired reading method - a great or disturbing way of reading? According to interviewees’ responses, this was a new and unfamiliar way of reading. Some were enthusiastic about the method, thinking it was great, and noticing its positive effect on their child’s reading. In contrast, others found it disturbing. In the weekly monitoring sheets, reading aloud together and/or correcting the child were described as frustrating factors that affected the reading in a negative sense. During the interviews, this sentiment was echoed repeatedly. | “I think that reading aloud together, it was not okay. It ruins the concentration, so I can understand that she didn’t like it either … She got really irritated when I corrected her. The first couple of times it was okay, but when I continued she said ‘Stop it! You’re spoiling my reading’.” Carer |
1 |
ML: Minor C: Minor A: Serious R: No concerns Overall: Very Low | Only one study contributed to this theme. Study was not UK-based. Study was moderate risk of bias. No apparent validation of methods. Some contradiction as to whether the paired reading method was helpful or detrimental in every case. |
|
Temporary difficulties For some the difficulties were temporary. Once they got a hold of it, carers could see benefits with this particular way of reading. As mentioned before, sitting next to each other and having the full focus on the child’s reading could lead to new insights about their abilities and needs. Carers also experienced how paired reading, in particular reading aloud together, enabled them to model competent reading. | “It was a bit tricky at first because you’re not used to reading like this. But it was fun once you got a hold of it and it brought a sense of togetherness. I could actually notice a difference in his reading. He adapted to my reading speed, learned that you should make a pause at punctuation, and heard how words that he didn’t know were pronounced.” Carer |
1 |
ML: Minor C: No concerns A: Serious R: No concerns Overall: Very Low | Only one study contributed to this theme. Study was not UK-based. Study was moderate risk of bias. No apparent validation of methods. |
|
Dealing with persistent problems. Carers had different approaches in trying to handle this. Some were inflexible in their approach and practiced the method in a manual-based way, which made the reading problematic. Insisting on reading in a way that did not suit the child would make the reading training less enjoyable and often lead to conflicts. As in the case of foster mother Anita (Dropout), this could ultimately lead to a dropout. With help from the special education pedagogue, foster mother Linda (Sufficient, but problematic reading), on the other hand, adapted the method to the child’s preferences, and thus made the reading training more enjoyable. Having a flexible approach and adapting the day-to-day delivery of the intervention was in some cases essential in order for the reading training to work at all. | No supporting quotes were reported |
1 |
ML: Minor C: No concerns A: Serious R: No concerns Overall: Very Low | Only one study contributed to this theme. Study was not UK-based. Study was moderate risk of bias. No apparent validation of methods. |
|
Encouraging Independent reading, following not leading According to the carers, some children wanted to read alone all the time. For others it could take weeks before the child became confident enough to take on the independent reading. This could be frustrating. One carer told how she was advised not to push the child despite this. She let the child be in charge of the reading and afterwards she thought that this was a key factor for the improved self-confidence that she later on noticed in the boy’s reading. One can assume that some children might need encouragement to read by themselves. Either way, judging from the carers’ experiences, it looks as if it is better to adopt a strategy of following and not leading the child. | No supporting quotes were reported |
1 |
ML: Minor C: No concerns A: Serious R: No concerns Overall: Very Low | Only one study contributed to this theme. Study was not UK-based. Study was moderate risk of bias. No apparent validation of methods. |
From: Interventions to support learning needs for school-aged looked-after children and young people
NCBI Bookshelf. A service of the National Library of Medicine, National Institutes of Health.