ERIC Number: ED363860
Record Type: Non-Journal
Publication Date: 1992-Sep
Reference Count: N/A
Reading Recovery Program, Implementation Year 2 (School Year 1991-1992): Report of Results and Effectiveness.
Schotanus, Helen; And Others
A study examined the results and effectiveness of the second year of the Reading Recovery program in New Hampshire. With the 29 Reading Recovery teachers from the 1990-91 class, 21 teachers in the class trained in school year 1991-92, and the two teacher leaders, a total of 52 teachers taught Reading Recovery during the 1991-92 school year. A total of 348 first-grade children identified as being at risk of reading failure were served. Of these, 248 children were included in the analysis since they had completed 60 lessons or were discontinued (had achieved success) from the program. Pre- and post-surveys were administered to assess the outcome of the program and the progress of each student. Results indicated that: (1) 218 of the 248 children (88%) successfully completed the program and were making at least average progress with regular classroom reading instruction; (2) the other 30 children made significant gains but not enough to reach the average of their class; and (3) the overall response of 85.6% of the 528 Reading Recovery teachers, teachers in training, administrators, other teachers in the building, and parents of Reading Recovery children who returned surveys was very positive and supportive. (Six tables and nine figures of data are included; a list of Reading Recovery teachers and schools for the 1991-92 year, a list of the Reading Recovery Teachers-in-Training 1992-93, and the end-of-year questionnaires for administrators, teachers in training, classroom teachers, and parents are attached.) (RS)
Descriptors: Administrator Attitudes, Elementary School Students, Grade 1, High Risk Students, Instructional Effectiveness, Language Experience Approach, Parent Attitudes, Primary Education, Program Descriptions, Program Effectiveness, Reading Improvement, Reading Research, Reading Writing Relationship, Remedial Reading, Teacher Attitudes
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: New Hampshire State Dept. of Education, Concord.
Identifiers - Location: New Hampshire