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Long-Term Effectiveness of the Reading Recovery Early Reading Intervention Program in a Rural School District

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Title: Long-Term Effectiveness of the Reading Recovery Early Reading Intervention Program in a Rural School District
Language: English
Authors: Vaughan, Adam Warren
Source: ProQuest LLC. 2011Ph.D. Dissertation, Auburn University.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 111
Publication Date: 2011
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Grade 1
Primary Education
Early Childhood Education
Descriptors: Reading Programs, School Districts, Intervention, Rural Areas, Reading Instruction, Program Effectiveness, Elementary School Students, Reading Improvement, Grade 1
Geographic Terms: North Carolina
ISBN: 978-1-267-18117-6
Abstract: There are many programs that specialize in teaching students the necessary strategies for reading. But which ones will have the greatest impact and provide lasting skills to struggling students? The purpose of this study was to assess the effectiveness of the Reading Recovery early intervention program on the lowest performing first grade students in a rural North Carolina school district. This was accomplished by assessing their pre- and post performance in the program using the Reading Recovery assessment "An Observation Survey of Early Literacy Achievement," specifically the "Text Reading Level" subtest (Clay, 2002) and tracking their subsequent progress via the NC EOG (End-of-Grade) test of reading. Students who participated in the program increased from a mean Text Reading level of 3 at the start of the program to a mean Text Reading level of 14 at the time of program completion. Long-term effectiveness of the program was less encouraging. A little less than half (44%) of the participants continued to maintain performance at the level of proficiency on the EOG in third grade and subsequent grades showed lower percentages. Once the participants had completed the Reading Recovery program in first grade they were performing on average with their peers. However, in third and subsequent grades the students were not performing equivalent to the average performance of the school district. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2014
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3497548
Accession Number: ED550038
Database: ERIC
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  Data: There are many programs that specialize in teaching students the necessary strategies for reading. But which ones will have the greatest impact and provide lasting skills to struggling students? The purpose of this study was to assess the effectiveness of the Reading Recovery early intervention program on the lowest performing first grade students in a rural North Carolina school district. This was accomplished by assessing their pre- and post performance in the program using the Reading Recovery assessment "An Observation Survey of Early Literacy Achievement," specifically the "Text Reading Level" subtest (Clay, 2002) and tracking their subsequent progress via the NC EOG (End-of-Grade) test of reading. Students who participated in the program increased from a mean Text Reading level of 3 at the start of the program to a mean Text Reading level of 14 at the time of program completion. Long-term effectiveness of the program was less encouraging. A little less than half (44%) of the participants continued to maintain performance at the level of proficiency on the EOG in third grade and subsequent grades showed lower percentages. Once the participants had completed the Reading Recovery program in first grade they were performing on average with their peers. However, in third and subsequent grades the students were not performing equivalent to the average performance of the school district. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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      – Text: English
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        PageCount: 111
    Subjects:
      – SubjectFull: Reading Programs
        Type: general
      – SubjectFull: School Districts
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Rural Areas
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      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Elementary School Students
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      – SubjectFull: Reading Improvement
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      – SubjectFull: Grade 1
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      – SubjectFull: North Carolina
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