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The Letterbox Club book gifting intervention: Findings from a qualitative evaluation accompanying a randomised controlled trial

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  • Roberts, Jennifer
  • Winter, Karen
  • Connolly, Paul

Abstract

It is now widely accepted that reporting the results of randomised controlled trials should encompass a complimentary focus on both outcome measures and process measures. Reflective of the current thinking, this article reports on the findings from a qualitative evaluation that accompanied a randomised controlled trial of the Letterbox Club; a book gifting intervention for children in foster care. Outcome measures used in the trial have recently been reported on (Mooney, Winter, & Connolly, 2016). Findings showed no significant effects in terms of improvements to children's literacy skills and/or enjoyment of reading. Through in-depth interviews with 20 foster children, their carers and the programme developer, the qualitative evaluation focused on how and why the intervention did not achieve greater impact. Findings illustrate differences between the ‘hoped for’ outcomes of the intervention, and carer/child levels of engagement with and experiences of the programme. In order to move the programme forward and begin to explore the findings, a logic model is suggested which accounts for the current findings regarding the use and lived experiences which carers had with the packs. Wider implications for the conduct of these types of randomised controlled trials are discussed.

Suggested Citation

  • Roberts, Jennifer & Winter, Karen & Connolly, Paul, 2017. "The Letterbox Club book gifting intervention: Findings from a qualitative evaluation accompanying a randomised controlled trial," Children and Youth Services Review, Elsevier, vol. 73(C), pages 467-473.
    • Handle: RePEc:eee:cysrev:v:73:y:2017:i:c:p:467-473
    DOI: 10.1016/j.childyouth.2016.11.016
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    References listed on IDEAS

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    1. Flynn, Robert J. & Marquis, Robyn A. & Paquet, Marie-Pierre & Peeke, Lisa M. & Aubry, Tim D., 2012. "Effects of individual direct-instruction tutoring on foster children's academic skills: A randomized trial," Children and Youth Services Review, Elsevier, vol. 34(6), pages 1183-1189.
    2. Griffiths, Rose, 2012. "The Letterbox Club: An account of a postal club to raise the achievement of children aged 7 to 13 in foster care," Children and Youth Services Review, Elsevier, vol. 34(6), pages 1101-1106.
    3. Cheung, Connie & Lwin, Kristen & Jenkins, Jennifer M., 2012. "Helping youth in care succeed: Influence of caregiver involvement on academic achievement," Children and Youth Services Review, Elsevier, vol. 34(6), pages 1092-1100.
    4. Mooney, Jennifer & Winter, Karen & Connolly, Paul, 2016. "Effects of a book gifting programme on literacy outcomes for foster children: A randomised controlled trial evaluation of the Letterbox Club in Northern Ireland," Children and Youth Services Review, Elsevier, vol. 65(C), pages 1-8.
    5. Millar, Annie & Simeone, Ronald S. & Carnevale, John T., 2001. "Logic models: a systems tool for performance management," Evaluation and Program Planning, Elsevier, vol. 24(1), pages 73-81, February.
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    Cited by:

    1. Connolly, Paul & Sebba, Judy & Winter, Karen & Roberts, Jennifer & Tah, Priya & Millen, Sharon, 2023. "The effectiveness of book-gifting programmes to enhance the reading skills of children in care: A randomised controlled trial of ‘Reading Together’ in England," Children and Youth Services Review, Elsevier, vol. 153(C).
    2. Durbeej, Natalie & Hellner, Clara, 2017. "Improving school performance among Swedish foster children: A quasi-experimental study exploring outcomes of the Skolfam model," Children and Youth Services Review, Elsevier, vol. 82(C), pages 466-476.

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