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ERIC Number: ED464935
Record Type: Non-Journal
Publication Date: 2002-Apr
Pages: 29
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A Longitudinal Evaluation of the Long-Term Effects of a Reading Recovery Program.
Haenn, Joseph F.
The Reading Recovery Program, designed to help low-achieving first graders learn to use effective reading strategies, was fully implemented in the Durham, North Carolina, public schools in the 1994-1995 school year. An evaluation was conducted to assess the effects of the program over time through the achievement of students in the 1994-1995 (n=167), 1995-1996 (n=302), and 1996-1997 (n=314) school years. The performance of Reading Recovery students was compared with that of 50 randomly selected students who did not participate in Reading Recovery. Between 7 in 10 and 8 in 10 students completed the program each year. Data indicate that the Reading Recovery program is helping significant numbers of students to read at or above the expected grade level. Five to 7 years after being exposed to Reading Recovery, students were performing within 10 to 15 percentile points of a comparison group of average students. The fact that a higher percentage of students in the comparison group were reading at or above grade level is not surprising, since the goal of Reading Recovery is to help the lowest achieving students learn to use effective reading strategies. Data also indicate that each successive cohort of Durham Public Schools Reading Recovery programs performed better than its predecessor. An appendix shows the scale scores associated with each achievement level on the North Carolina end-of-grade tests. (Contains 13 tables.) (SLD)
Publication Type: Numerical/Quantitative Data; Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Durham Public Schools, NC.