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Dissertation/Thesis Abstract

Teachers' self-reports of their preference for and use of Reading Recovery
by Wilson, Diedra L., Ed.D., Pepperdine University, 2007, 107; 3256095
Abstract (Summary)

The Reading Recovery Program is self-described as a preventative intervention that targets the lowest achieving first grade students who are in danger of failure. Reading Recovery employs a number of instructional strategies for literacy achievement.

The purpose of this study was to investigate Reading Recovery. Specifically the researcher asked, "What is the relationship between the effectiveness of (a) teachers' perceived preference for Reading Recovery and the achievement scores of their discontinued students, and (b) the extent of teachers' use of Reading Recovery with the achievement scores of their discontinued students?"

Preference and usage data was gathered using a 27-item survey. The first 17 items were related to teachers' preference for and use of Reading Recovery. Teachers were asked to rate the extent of their agreement for statements. Student achievement data were the average reading achievement scores of discontinued students. The last 10 statements gathered demographic information about the participants.

With regard to research question 1, teachers associated the high effectiveness of Reading Recovery to the appropriate use of the program during the first grade, specifically to gains made in 12 to 20 weeks.

Research question 2 found that the most extensive use of Reading Recovery was associated with supportive university trainers, and reduced student referrals.

Research question 3 asked for participant demographics. All teachers in this study were Caucasian, and female. The dominant age group was between the ages of 45 and 64, and all held bachelor degrees. They were actively working with Reading Recovery for the ZYX School District. Program expense and "in house" evaluation were perceived as being weakly related to student achievement. Participants were uncertain about the role played by affirmations of students' cultural experiences through literature related to student achievement, and their opinions about the effectiveness of the program.

Indexing (document details)
School: Pepperdine University
School Location: United States -- California
Source: DAI-A 68/03, Dissertation Abstracts International
Subjects: Literacy, Reading instruction
Keywords: Early reading, Reading Recovery, Teachers
Publication Number: 3256095
ISBN: 978-1-109-94203-3
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