Background Dialogic reading (DR; Whitehurst et al., 1988) is an evidence‐based intervention that promotes children's active participation in shared reading (Towson, 2016; Urbani, 2020; WWC, 2007, 2010). Since the development of DR, there has been a proliferation of studies evaluating the conditions and populations with which it is effective. However, to date, there has not been a systematic review of the literature focusing specifically on the impact of DR on the literacy and non‐literacy skills of children under 10 years old. As DR research evolves, it is important that a review of the existing literature is undertaken to capture these advances and guide future research. Methods Following the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses protocol, the aim of this review is to systematically explore, synthesise and critically evaluate the extant literature. A systematic search of electronic databases identified 46 relevant studies, and the overall methodological quality of the studies was assessed using the MMAT. Results Findings are organised according to sample and population, country of origin and setting, programme duration, language and literacy outcomes, social‐emotional and other cognitive outcomes, impact and effect sizes to provide overview and insight into where and with whom DR is most effective. Conclusions The review findings suggest DR can positively impact a wide range of language and literacy skills for children under 5 years. There is some evidence that DR can have positive effects on enjoyment of reading, reading motivation, parental–child attachment, parental confidence and stress. However, the extant research is subject to limitations, and more methodologically robust research is needed to enable thorough assessment of the conditions in which DR is most effective.

Peer‐Assisted Learning Strategies (PALS) is a class‐wide structured supplementary paired reading programme to support learners with their reading (Fuchs et al., 1997). What remains at the core of implementing PALS in any given location is the co‐creation with teachers to ensure PALS fits with that educational context. This paper discusses the involvement of teachers as co‐creators in the process of adapting PALS in England, United Arab Emirates (UAE), Taiwan and Iceland. The aim is to demonstrate the importance of careful adaptation when implementing a programme adopted from another country. Each adaption used a different methodological approach to co‐creation. For example, in England, field notes, informal conversations and interviews were utilised for co‐creation. In Iceland, preschool and elementary teachers were instrumental in translating and adapting the PALS materials to the Icelandic context. From each adaption, the teachers supported the development of a literacy programme that was suitable for classroom use. In England, teachers' involvement resulted in the removal of the motivational point system. For the UAE context, PALS began in English to support second language learning, but the instructional routines were a good ‘fit’ for the school culture and were developed in Arabic. For the Taiwan context, PALS provided an empirical basis for a model of differentiated instruction to enhance the reading literacy of Chinese‐speaking elementary students. In Iceland, teachers trained other teachers in PALS as a research‐based and efficient approach to meeting diverse learning needs of students, especially those with Icelandic as an additional language. Careful adaptation, piloting and the involvement of key stakeholders is important for the successful implementation of a reading programme.

No abstract

The Office for Students' (OfS) aims are clear that it wants to increase robust evidence to understand the impact of outreach activities. There are different mechanisms to collate this evidence which outreach departments can use. To support the collection of robust evidence, this paper outlines the development of Students' Intentions towards University (SITU), a survey that practitioners can use as part of evaluating outreach activities such as ad hoc events or intensive interventions. This paper outlines the four stages that were undertaken to develop SITU to ensure a reliable and valid measure was constructed. At each stage, young people (aged 13 to 18) were consulted to ensure the measure was fit for purpose. The final survey comprises 15 items and is a quick, easy-to-administer survey that practitioners can use confidently. It is proposed that the survey will provide a valid data-collection tool to measure the outcome of outreach activities and the paper will be used as a guide for outreach departments to construct their own measures. Further research is required to test the application of the measure.