Research Agenda
As an evidence-based intervention to help struggling readers catch-up with their peers, the Reading Recovery Community values ongoing research into our common philosophies and daily practice. The Science of Reading Recovery involves timely, continuous, and rigorous research to advance our work, improve our impact, and ensure Reading Recovery continues to meet the needs of both our educators and students as they change over time.
Informed by a comprehensive web-based Feedback Forum of members of our community plus ongoing conversations by the Research Committee, our Research Agenda builds on our existing strengths in long-standing research practices, and identifies a series of priority areas to guide scholars working in Reading Recovery about the key needs of exploration to continuously improve our work.
Within the Reading Recovery Research Agenda document, Reading Recovery is inclusive of Reading Recovery, Descubriendo la Lectura (DLL), L’intervention préventive en lecture-écriture (IPLÉ), and Literacy Lessons (LL).
THE JOURNAL OF READING RECOVERY
Fall 2022
Why Phonics (in English) is Difficult to Teach, Lean, and Apply: What Caregivers and Teachers Need to Know
David Reinking and Sharon L. Reinking
Reflecting On Our Practices When the Child Has a Limited Repertoire
Janiece Elzy and Tracee Farmer
Why a Teacher’s Beliefs Matter: Using a Theory of Learning to Explore Instructional Decisions
Debra Crouch and Brian Cambourne
Concepts About Print and Early Reading Behaviors: Considerations When Using eBooks
C.C. Bates, Adria Klein, and Barbara Schubert
Why Reading Recovery Is The Way It Is
Marie M. Clay