NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1098395
Record Type: Journal
Publication Date: 2011
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1083-6470
The Short- and Long-Term Effectiveness of Reading Recovery in a Rural School Setting
Choi, Hee-sook; Bieber, Gregg
Journal of Research in Education, v21 n1 p21-34 Spr 2011
Five years of emergent literacy and literacy data from 2002 to 2007 were reviewed for first through third graders in a small, rural school in the Midwest. Forty first graders had received Reading Recovery services over that time span. Their scores on DIBELS were compared to 41 low average to average students. Subsequent placement in special education and Title I Reading was also tracked. Results indicate that the Reading Recovery students were just as proficient in emergent literacy skills such as phonemic awareness, but they scored significantly lower on a reading fluency measure. Most of them (78%) required subsequent reading services in second and/or third grades. Implications of the findings are discussed.
Eastern Educational Research Association. George Watson, Marshall University, One John Marshall Drive, College of Education and Professional Development, Huntington, WV 25755. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Primary Education; Elementary Education; Early Childhood Education; Grade 2; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Grant or Contract Numbers: N/A
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards