ERIC Number: EJ1106499
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 44
Is Reading Recovery an Effective Intervention for Students with Reading Difficulties? A Critique of the i3 Scale-Up Study
Chapman, James W.; Tunmer, William E.
Reading Psychology, v37 n7 p1025-1042 2016
The recently reported i3 Scale-Up of Reading Recovery (May et al., 2015) found an effect size of +0.69 in favor of Reading Recovery compared to the control group. We discuss four issues: (a) many of the lowest achieving students were excluded from participation in Reading Recovery; (b) the control group received a range of different experiences; (c) the successful completion rate of students in the program was modest; and (d) no data supported the claim that Reading Recovery leads to sustained literacy learning gains. We question the value of this study as the basis for widespread implementation of Reading Recovery.
Descriptors: Reading Programs, Early Intervention, Reading Difficulties, Program Effectiveness, Young Children, Effect Size, Comparative Analysis, Control Groups, Experimental Groups, Reading Achievement, Teaching Methods, Research Methodology, Achievement Tests, Standardized Tests, Foreign Countries
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; New Zealand; United Kingdom; United States
Identifiers - Assessments and Surveys: Iowa Tests of Basic Skills