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ERIC Number: ED548864
Record Type: Non-Journal
Publication Date: 2012
Pages: 118
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2677-5720-3
ISSN: N/A
An Investigation of the Sustained Effects of Reading Recovery ® on Economically Disadvantaged Fifth Grade Students
Redding, Larry R.
ProQuest LLC, Ed.D. Dissertation, Widener University
This study explored the long-term benefits of the Reading Recovery ® program for economically disadvantaged students who were successfully discontinued after the first grade. The hypothesis was tested that students exiting first grade with grade-level reading abilities and with similar low socio-economic status (economically disadvantaged), who did not receive Reading Recovery ®, would have a lower rate of grade-level reading success at grade five. From an analysis of the academic data from both groups it cannot be said that the economically disadvantaged students who received the Reading Recovery ® program scored significantly different from the economically disadvantaged students in this study who did not receive that program. Using the Reader Self-Perception Scale (RSPS) survey, the study also explored the perceptions of students about their reading enjoyment; discussed how they felt about themselves as readers; and studied how fifth grade teachers' perceptions of their current students as readers match the students' self-perceptions for those economically disadvantaged students who formerly received Reading Recovery ® services. Areas of agreement and disagreement were identified between the students' and the teachers' perceptions. The findings indicate just a 50% match exists between teachers' perceptions about reading progress, reading ability, reading confidence, social feedback and the students' physiological state. The results of this portion of the study can be useful to classroom teachers in guiding both whole group and individual reading instruction. Additionally, the RSPS survey results can assist reading teachers in making modifications to instructional practices that affect children's self-efficacy judgments in reading. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 1; Primary Education; Elementary Education; Early Childhood Education; Grade 5; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards