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ERIC Number: EJ1089839
Record Type: Journal
Publication Date: 2016
Pages: 13
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-1082-4669
Reading Recovery: Exploring the Effects on First-Graders' Reading Motivation and Achievement
Bates, Celeste C.; D'Agostino, Jerome V.; Gambrell, Linda; Xu, Meling
Journal of Education for Students Placed at Risk, v21 n1 p47-59 2016
This study examined the effects of Reading Recovery on children's motivational levels, and how motivation may contribute to the effect of the intervention on literacy achievement. Prior studies concluded that Reading Recovery was positively associated with increased student motivation levels, but most of those studies were limited methodologically. The achievement and motivation levels before and after the intervention of Reading Recovery students and similarly low-performing first-grade students were compared using structural equation modeling. It was found that Reading Recovery had a 0.31 treatment effect on achievement after controlling for baseline achievement and motivational differences among the treatment and comparison students. Reading Recovery also was associated with greater average levels of posttest motivation, and motivation was found to mediate the treatment-achievement relationship. This study highlights how important it is for early reading interventions to consider the role motivation plays in literacy acquisition.
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: Grade 1; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Carolina