ERIC Number: ED463527
Record Type: Non-Journal
Publication Date: 1997-Sep
Reference Count: N/A
Sustained Effects of Reading Recovery: A Review of the Literature.
Rhodes-Kline, Anne K.
Reading Recovery (RR), an early intervention for first graders at risk of literacy failure, was introduced in Maine in school year 1990-91 and has been growing ever since. The Maine Department of Education has been funding the training of RR teachers since the 1994-95 school year. Although there is general agreement that the RR program is successful at bringing at-risk first graders up to the level of their classmates, a larger question is: Do RR children sustain these gains beyond the exit of first grade? A literature review covered the research as completely as possible, examining some of the studies through 2 years of program evaluation research at the University of Maine and searching the ERIC database. Some of the studies reviewed were conducted at Chicago (Illinois), Newark (New Jersey), New York University, Wake County (North Carolina), Ohio State University, Westbrook (Maine), Texas Women's University, and the University of Melbourne (Australia). Future research into the long-term impact of the RR program is needed. Many of the studies reviewed suffered from serious methodological flaws. For example, ceiling effects were a problem for studies that relied on the text reading-level measure beyond the first grade, while other studies included only discontinued RR children. Also, implementation levels differ so much from school to school, but this information is rarely reported. A longitudinal study is planned for Maine. (Contains 13 references.) (NKA)
Publication Type: Information Analyses
Education Level: N/A
Authoring Institution: Maine Univ., Orono. Center for Early Literacy.
Identifiers - Location: Maine