Table 4Summary of included qualitative studies

Study (country)InterventionLACYP population (age)Setting and contextType of analysisPerspectives (n)
Forsman 2017 (Sweden)Paired readingChildren in foster care (age not reported)Paired reading project carried out in seven local authorities in SwedenSemi-structured interviews covering positive/negative parts of the method, and contextual aspects they considered to be supports or barriers. Additionally, the carers’ expectations of the project and perceptions of how their participation had affected relations within the family, their everyday life and the child’s reading ability. Thematic analysis was used.Foster carers (13)
Griffiths 2012 (UK)LetterboxChildren in foster care (aged 7 to 11)Three different UK local authoritiesSemi-structured interviews covering participants’ views about each aspect of the Letterbox Club in greater detail, including whether the children continued to use any of the items they had received. Unclear how thematic analysis was performed.Foster carers (9)

From: Interventions to support learning needs for school-aged looked-after children and young people

Cover of Interventions to support learning needs for school-aged looked-after children and young people
Interventions to support learning needs for school-aged looked-after children and young people: Looked-After Children and Young People: Evidence review I.
NICE Guideline, No. 205.
Copyright © NICE 2021.

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