ERIC Number: ED405573
Record Type: Non-Journal
Publication Date: 1996-Sep
Reference Count: N/A
Reading Recovery Program Implementation Year Six, School Year 1995-96. Report of Results and Effectiveness.
Schotanus, Helen; And Others
A study examined the results and effectiveness of the sixth year of the Reading Recovery program in New Hampshire. With the 95 Reading Recovery teachers from previous classes, 38 teachers in the new class, and 4 teacher leaders, a total of 137 teachers taught Reading Recovery during the 1995-96 school year. A total of 693 first-grade children identified as being at risk of reading failure were served. Results indicated that: (1) 549 (79%) successfully completed the program and were making at least average progress with regular classroom reading instruction; (2) both discontinued and program children attained scores on writing vocabulary, dictation, and text reading level measures which were within an average band; (3) children who were discontinued prior to April 1 continued to make successful progress on all three measures; and (4) the overall response from Reading Recovery teachers, classroom teachers, administrators, and parents on individual surveys was very positive and supportive. Recommendations include development of school building literacy teams to conduct studies to determine the factors that contribute to literacy success for all primary school children; and recognition of Reading Recovery as a supplemental service to classroom reading instruction. (Contains seven tables and nine figures of data. A list of Reading Recovery teachers and schools for the 1995-96 year and a list of the Reading Recovery Teachers-in-Training 1996-97 are attached.) (RS)
Descriptors: Administrator Attitudes, Early Intervention, Elementary School Students, Grade 1, High Risk Students, Instructional Effectiveness, Parent Attitudes, Primary Education, Program Descriptions, Program Effectiveness, Program Implementation, Reading Improvement, Reading Research, Reading Writing Relationship, Remedial Reading, Teacher Attitudes
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: New Hampshire State Dept. of Education, Concord.
Identifiers - Location: New Hampshire