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ERIC Number: ED363866
Record Type: Non-Journal
Publication Date: 1992
Pages: 87
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-7732-0825-9
Intense Early Intervention for Young Readers at Risk.
Alexander, Patricia L.
The purpose of a Reading Recovery project was to gather data on an alternative method of teaching reading to students who were experiencing difficulties with the reading process. Four students a year (attending the Clara Tyner Elementary school in Edmonton, Alberta, Canada) were selected from grade 1 and beginning grade 2 for a total of 10 children over the duration of the project. The one-on-one tutorial instruction took place over a 13-week period for 35 minutes a day, 4 times a week. Daily instruction consisted of reading, writing, and listening using Marie Clay's model. The students were tested at regular times throughout the program. Findings indicated that all 10 students made progress and were reading at or above expected levels, had caught up with their age mates or were well on their way to doing so. Findings suggest that the program proved to be an effective, alternative method especially when compared with group intervention programs. Three tables of data are included; 28 references, samples of student results, and the parent and teacher questionnaire are attached. (Author/RS)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Alberta Dept. of Education, Edmonton.
Authoring Institution: Edmonton Public Schools (Alberta).