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ERIC Number: EJ1025960
Record Type: Journal
Publication Date: 2014
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1940-4158
Reading Recovery Teachers Discuss Reading Recovery: A Qualitative Investigation
Serry, Tanya; Rose, Miranda; Liamputtong, Pranee
Australian Journal of Learning Difficulties, v19 n1 p61-73 2014
Reading Recovery is an early intervention program used around the world for at-risk readers. Developed at a time when constructivist principles dominated educational philosophy, its efficacy has caused debate and division over the last three decades. This qualitative study employed in-depth interviews and observations to explore 10 Reading Recovery teachers' views and experiences about working with the program. Findings revealed that the program was implemented by participants as originally prescribed and its contents were well regarded. However, deeper analysis revealed that Reading Recovery teachers held the view that the program was best suited for children with "innocent" deficits such as mild maturational delay but were not necessarily confident about its ability to meet the needs of children with various clinical conditions, including specific reading difficulty. Theoretical, ethical and clinical implications are explored regarding the utility of the Reading Recovery program as an early intervention program for low progress readers.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A