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ERIC Number: ED526498
Record Type: Non-Journal
Publication Date: 2010
Pages: 114
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1245-1687-5
Impacts of a Reading Recovery Intervention on the Reading Achievement of Low-Income Students on a Standardized Examination
Gardner, Crystal Dannette
ProQuest LLC, Ed.D. Dissertation, Texas Southern University
Over the past two decades numerous studies have been done on the reading behavior of students from a content perspective as well as a program perspective (Deshler, 2001). However, very little research has been done on the retention of knowledge gained during reading interventions put in place to rectify situations in which students have not met grade level standards, more specifically the reading intervention, Reading Recovery; thus, a study is warranted regarding this phenomenon. The purpose of this study was to determine the impact of the Reading Recovery intervention by comparing outcomes of instruction as measured by student performance on the third grade TAKS test for first grade students who discontinued the program or were recommended for further evaluation. Moreover, this study ascertained the impact of the variables gender, average report card grades, and exit status on the reading achievement and retention rate of these low- income students. A cluster sample of 114 former Reading Recovery students who attended schools in a suburban school district, which fell fifteen points above the district's economically disadvantaged average, participated in this study. Data analysis was completed by examining five hypotheses. These hypotheses were tested through a non-parametric and one parametric technique. The non-parametric technique used in this study was the CM Square test. The parametric technique to be used in this study was Logistic Regression. All hypotheses were tested at the 0.05 probability level or better. Of the five hypotheses tested in the present investigation, the first three hypotheses were tested for differences in the reading test performance of low- income third grade students with regard to their exit status, gender, and average report card grade. Hypothesis four was tested for differences between retention rate and exit status. The final hypothesis, hypothesis five, was tested for relationship between gender, average report card grade, exit status, and the retention rate of third grade students. Of the five hypotheses, only hypothesis three was found to be significant. This study concludes that regardless of low-income third grade students exit status from the Reading Recovery program, they performed similarly on the reading section of the TAKS. Male and female low-income third grade students who completed the Reading Recovery program performed similar on the reading section of the TAKS. In general, it appeared that low-income third grade students who had a "C" average or above performed better on the reading section of the TAKS than those low-income third grade students who had less than a "C" average on their report card. The results from this study suggest that educators should be aware of the impact reading difficulties will have on the retention rated of at-risk, minority students and instructional modules should be developed and implemented to assist at-risk students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Grade 1; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas