Implementation and Process Evaluation of a Programme to Promote Reading Motivation and Engagement: Love to Read Reception

Abstract

Background

In the United Kingdom, continued declines in children's reading enjoyment and engagement have led to an urgent need for research-informed, school-based pedagogy to promote reading. This article shares findings from the implementation and process evaluation (IPE) of a 10-week whole-class programme designed to support children's reading motivation and engagement at the start of primary school (reception year, aged 4–5) in England.

Methods

Love to Read Reception was underpinned by six research-informed principles to support reading motivation and engagement—access, choice, time, connection, social and success—and developed through IPE guidance and training provided by the Education Endowment Foundation. The whole class programme was delivered in six reception classes in socioeconomically diverse areas across Liverpool. Implementation fidelity and process data were collected using weekly teacher diaries, preprogramme and postprogramme surveys and postprogramme interviews.

Results

All teachers delivered the programme as intended, reported the programme as both acceptable and feasible, and indicated a willingness to continue using it beyond the evaluation. Further, all commented positively on its alignment with early years teaching approaches. There were some differences between schools, for example, in access to books and levels of parent engagement. All teachers provided examples of positive changes to children's reading attitudes, behaviours and reading engagement skills, albeit with variation among students.

Conclusions

The IPE provided insights into how the Love to Read Reception programme was implemented and experienced across diverse school contexts and with different student communities. The evaluation revealed underlying drivers of change (e.g., children developing skills in book choice, integrating more book activities into play) that would not have been identified through outcome data alone. The article adds to a growing area of research that integrates process and impact evaluation, offering a more complete picture of how early literacy interventions work, for whom and in what circumstances.