ERIC Number: EJ1046602
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 22
Is Reading Recovery Sustainable Two to Four Years after Discontinuation?
Nicholas, Karen; Parkhill, Faye
Education 3-13, v42 n6 p663-672 2014
The Reading Recovery programme has been a key early literacy intervention in many international contexts for over two decades. As a consequence, there have been numerous investigations into its efficacy for short-term gains, but only a few on long-term sustainability. This study examines the progress of 95 Year 4-6 students from seven schools in the rural hinterland of New Zealand. Standardised data were collected from students who had been successfully discontinued from Reading Recovery two to four years previously and compared them with mean performance from the same school populations. Results showed that only Year 6 students obtained the mean scores which placed them within the national average range. Our results also showed that whilst almost half of the ex-Reading Recovery students we studied, fell within the average band, 45% were classified as well below average.
Descriptors: Foreign Countries, Elementary School Students, Reading Achievement, Reading Instruction, Reading Comprehension, Program Evaluation, Rural Education, Sustainability, Early Intervention, Program Effectiveness, Statistical Distributions
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Grade 5; Grade 6
Authoring Institution: N/A
Identifiers - Location: New Zealand