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includes/content/subnav.asp NOINDEX
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Continued Progress Research
Many research and evaluation studies demonstrate that Reading Recovery
students maintain and improve their gains in later grades. Studies
listed have used widely accepted standardized measures or state
assessment measures, or both.
Factors Affecting Students' Progress in Reading: Key Findings From a
Longitudinal Study. K.J. Rowe. (1995). Literacy Teaching and
Learning: An International Journal of Early Literacy, 1(2),
57-110.
Reading Recovery Effectiveness: A Five-Year Success Story in San
Luis Coastal Unified School District. W. Brown, E. Denton, P. Kelly,
& J. Neal. (1999). ERS Spectrum: Journal of School Research and
Information, 17(1), 3-12.
The Impact of an Early Literacy Intervention: Where Are the Children
Now? M.C. Schmitt & A.E. Gregory. (2005). Literacy Teaching and
Learning: An International Journal of Early Literacy, 10(1),
1-20.
Reading Recovery: Helping At-Risk Children Learn to Read. G.S.
Pinnell. (1989). The Elementary School Journal, 90, 161-183.
Does Reading Recovery Work in Kansas? A Retrospective Longitudinal
Study of Sustained Effects. C. Briggs & B. Young. (2003). The
Journal of Reading Recovery, 3(1), 59-64.
Making a Case for Prevention in Education. B.J. Askew, E. Kaye, D.F.
Frasier, M. Mobasher, N. Anderson, & Y. Rodriguez. (2002).
Literacy Teaching and Learning: An International Journal of
Early Literacy, 6(2), 43-73.
Sustained Effects of Reading Recovery Intervention on the Cognitive
Behaviors of Second-Grade Children and the Perceptions of Their
Teachers. B. J. Askew & D. F. Frasier. (1999). Literacy, Teaching and
Learning: An International Journal of Early Literacy, 4(1),
43-66.
Early Intervention in Children with Reading Difficulties: An
Evaluation of Reading Recovery and a Phonological Training. K. Sylva
and J. Hurry (1996). Literacy, Teaching and Learning: An
International Journal of Early Literacy, 2(2), 49-73.
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