Children’s Achievement and Personal and Social Development in a First-Year Reading Recovery Program With Teachers in Training
Quay, L. C., Steele, D. C., Johnson, C. I., & Hortman, W. (2001). Literacy Teaching and Learning: An International Journal of Early Reading and Writing, 5(2), 7-25.
Quay, Steele, Johnson, & Hortman compared Reading Recovery children in a Georgia school district with a control group who were equivalent in gender, ethnicity, and achievement.
“At the end of the school year, multivariate and univariate analyses of variance indicated that the Reading Recovery children were significantly superior to the control group children on (a) The Iowa Test of Basic Skills Language Tests; (b) The Gates-MacGinitie Reading Test; (c) the six tests of An Observation Survey of Early Literacy Achievement; (d) classroom teachers’ assessments of achievement in mathematics, oral communication, reading comprehension, and written expression; (e) classroom teachers’ ratings of personal and social growth in work habits, following directions, self-confidence, social interaction with adults, and social interaction with peers; and (f) promotion rates” (p. 7).
These results are especially significant considering that all teachers in this study were in their initial training year.
For more information:
This abstract first appeared in What Evidence Says About Reading Recovery (2002). Columbus, OH: Reading Recovery Council of North America.
- Overall effectiveness
- Learning of at-risk children
- Comparing instructional models
- Helping at-risk children
- Phonological processing skills
- Experimental evaluation
- Meta-analysis of U.S. schools
- Children’s achievement
- English language learners
- Spanish-speaking children
- Bilingual student success
- Early intervention evidence
- Outcomes for low readers