Ryan, Rebecca2023-06-082023-06-082016https://hdl.handle.net/20.500.14069/364Aims: The main aim of this development work was to raise reading attainment through quality speaking and listening in Years 3 & 4, by introducing a new guided reading carousel and specific speaking and listening sessions, that incorporated the key elements of reciprocal reading. Methods: The participants were Year 3 and 4 students, with a focus on target tracker children who are EAL. The teachers followed a lesson-study approach and the children were put in mixed-ability groups. Methods used included a lesson-study approach, a new guided reading carousel incorporating reciprocal reading strategies, high-quality teacher modelling, child-led group discussions, speaking and listening sessions, sentence stems and visual resources, and a positive reading environment. Findings: The main findings are that the shift to more child-led reading sessions has resulted in increased participation and motivation, better reading comprehension, improved paired and group discussion, and positive attitudes to reading. Implications: The findings suggest that reciprocal reading has improved reading comprehension, increased participation and motivation, and improved speaking and listening skills. Mixed-ability grouping can expose lower and middle attaining children to better language models, comprehension, and positive reading attitudes of their higher attaining peers.enspeaking and listeningreadinglanguageprimary educationResearch Report