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ERIC Number: ED551636
Record Type: Non-Journal
Publication Date: 2012
Pages: 99
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2678-0553-9
The Sustainability of Reading Recovery Intervention on Reading Achievement of Students Identified as At-Risk for Early Reading Failure
Harley, Anne J.
ProQuest LLC, Ed.D. Dissertation, University of Nebraska at Omaha
The purpose of this study was to determine the impact and sustainability of successfully discontinued first grade Reading Recovery students as compared to non-Reading Recovery students in reading achievement measures as third graders. Schools are facing the unprecedented challenge to ensure reading success for all students by the end of second grade, regardless of the various strengths and challenges each individual child brings to school. Therefore, it is imperative that the chosen interventions truly do close the achievement gap and that the results sustain over time. This study may offer insight into the best use of available funding for at-risk readers in the primary grades. This study had one independent variable: students eligible to receive Reading Recovery (n = 24) as first graders in 2008-2009 and completed kindergarten through third grade in Title I schools in the research district. The dependent measures of this study were the students' 2010-2011 scores in third grade district reading comprehension assessments, state reading comprehension assessments, and Terra Nova reading assessments. [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: Grade 1; Primary Education; Elementary Education; Early Childhood Education; Grade 3; Grade 2; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A