Reading Recovery Program
Greetings. The following materials are intended to provide an introduction to reading recovery programs. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Kyong-Jee Kim
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
Reading Recovery: An Overview
Reading Recovery. ERIC Digest
Reading Recovery: An Evaluation of Benefits and Costs
Comsumer Guide on Reading Recovery
Research in Reading Recovery
Citations from the ERIC Database
AN: EJ638970
AU: Chapman,-James-W.; Tunmer,-William-E.; Prochnow,-Jane-E.
TI: Does Success in the Reading Recovery Program Depend on Developing Proficiency in Phonological-Processing Skills? A Longitudinal Study in a Whole Language Instructional Context.
PY: 2001
SO: Scientific-Studies-of-Reading; v5 n2 p141-76 2001.
DEM: *Instructional-Effectiveness; *Reading-Skills
DER: Longitudinal-Studies; Phonology-; Primary-Education; Whole-Language-Approach
AB: Examines the relation between the development of phonological processing skills and the effectiveness of Reading Recovery (RR) in a whole language instructional context. Finds that: RR and poor reader comparison groups had deficiencies in phonological-processing skills before participation; participation in the program did not reduce these deficiencies; and success in RR and subsequent reading achievement was closely associated with phonological-processing skills. (RS)
AN: ED442095
AU: Haenn,-Joseph-F.
TI: Reading Recovery: Success for How Many?
PY: 2000
NT: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000).
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED442095
DE: *Early-Intervention; *Instructional-Effectiveness; *Reading-Improvement; *Reading-Instruction
DE: Grade-1; Primary-Education; Program-Evaluation; Reading-Programs; Reading-Research; Statistical-Analysis
AB: Standard operating procedures of the Reading Recovery program allow for students to be dropped from the program if they have not met the criterion for success after 20 weeks of participation. This paper follows the actions of over 600 first-grade Reading Recovery students in a medium-sized school district over the course of a complete year of intervention to determine the degree of success for the program. The paper investigates the relationships among student characteristics, program success, and demonstration of success within the context of a larger, district-wide evaluation of first-grade reading. It states that comprehensive data were collected for 610 students who received Reading Recovery for at least some portion of the school year, and that of the 443 students who received the complete Reading Recovery program, 264 (59.6%) were able to successfully transition back to the classroom as readers. It also finds that almost two out of every five students (179 or 40.4%) did not successfully complete the program and were returned to the classroom with insufficient reading skills. According to the paper, it appears that in this district Reading Recovery is successful for only three out of every five students who receive this intensive, 20-week program to develop reading skills. Since Reading Recovery is an expensive, labor-intensive program, the paper suggests that perhaps a less expensive alternative may be more appropriate for some students. (Contains 14 tables of data.) (NKA)
AN: ED440367
AU: Pinnell,-Gay-Su
TI: Reading Recovery: An Analysis of a Research-Based Reading Intervention.
CS: Reading Recovery Council of North America, Columbus, OH.
PY: 2000
AV: Reading Recovery Council of North America, Inc., 1929 Kenny Road, Suite 100, Columbus, OH 43210-1069. Tel: 614-292-7111. Web site: http://www.readingrecovery.org.
PR: EDRS Price MF01/PC03 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED440367
DE: *Beginning-Reading; *Literacy-; *Reading-Instruction
DE: Early-Intervention; Primary-Education; Reading-Difficulties; Reading-Programs; Reading-Research
AB: National attention is focused on early literacy, as several panels investigate and debate new directions in teaching children to read and write. This booklet reviews selected research recommended by the National Institute of Child Health and Human Development as a sound basis for designing literacy programs and particular intervention programs to help struggling readers. The booklet discusses how Reading Recovery epitomizes the 10 principles in literacy programs that work and states that the power of Reading Recovery lies in the integration of the 10 research-based components and the careful, sensitive application of these components during a Reading Recovery lesson. It presents a chart which summarizes these 10 principles that this research suggests are essential for intervention programs and lists supporting research, as well as components and teaching procedures characteristic of Reading Recovery, for each of the 10 principles. Contains 2 tables and 89 references. (NKA)
AN: ED440366
TI: Reading Recovery. [Fact Sheets].
CS: Reading Recovery Council of North America, Columbus, OH.
PY: 2000
PR: EDRS Price MF01/PC02 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED440366
DE: *Early-Intervention; *Reading-Improvement; *Remedial-Reading
DE: Grade-1; Low-Achievement; Primary-Education; Professional-Development; Program-Effectiveness; Program-Implementation; Reading-Difficulties
AB: This set of 10 fact sheets (each 2 to 4 pages long) addresses aspects of Reading Recovery, a program that helps children to be proficient readers and writers by the end of the first grade. It discusses the basic facts of Reading Recovery; Reading Recovery for Spanish literacy; Reading Recovery lessons; Reading Recovery professional development; facts and figures of Reading Recovery; measuring learner success; sustained gains over time; 10 principles in literacy programs that work; Reading Recovery and comprehensive school reform; and 10 frequently asked questions about Reading Recovery. The folder containing the fact sheets offers a vision statement, mission statement, and purpose of the Reading Recovery Council of North America, as well as a brief description of what Reading Recovery provides. (RS)
AN: EJ603111
AU: Rumbaugh,-Will; Brown,-Carvin
TI: The Impact of Reading Recovery Participation on Students' Self-Concepts.
PY: 2000 SO: Reading-Psychology; v21 n1 p13-30 Jan-Mar 2000
DE: *High-Risk-Students; *Reading-Programs; *Self-Concept
DE: Grade-1; Primary-Education; Reading-Improvement; Reading-Instruction; Reading-Research
AB: Studies the effects of Reading Recovery participation on 103 first-grade students in Atlanta elementary schools. Finds that participating in Reading Recovery appears to assist students in increasing their level of belief about their value in the eyes of significant others but does not increase students' sense of competence. (NH)
AN: ED437614
TI: Reading Recovery in North America: An Illustrated History.
CS: Reading Recovery Council of North America, Columbus, OH.
PY: 2000
AV: Reading Recovery Council of North America, Inc., 1929 Kenny Road, Suite 100, Columbus, OH 43210-1069. Tel: 614-292-7111. Web site: http://www.readingrecovery.org.
PR: EDRS Price MF01/PC03 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED437614
DE: *Beginning-Reading; *Literacy-; *Reading-Instruction; *Reading-Programs
DE: Early-Intervention; Educational-Cooperation; Educational-History; Foreign-Countries; International-Cooperation; Primary-Education; Research-Needs
AB: On the occasion of the 15th anniversary of Reading Recovery in North America, this booklet reviews the history of Reading Recovery's "extensive growth, compelling research, and unprecedented success." The booklet tells a story of individuals whose vision, dedication, and untiring efforts have changed school systems and early literacy instruction, demonstrating that literacy for all children is possible. At the same time, the booklet tells a story of successful partnerships forged across international boundaries (New Zealand-Australia-United Kingdom-Canada-United States) and academic settings (universities and public schools) by collaborating participants, including researchers and practitioners; trainers and students; teachers, children, and parents; educators and legislators; school-based professionals; and partners. The illustrated history in the booklet begins with Marie Clay in pre-1984 New Zealand and her ideas about Reading Recovery and concludes with plans for future research in North America. (NKA)
AN: ED445315
TI: Building on the Best, Learning from What Works: Five Promising Remedial Reading Intervention Programs.
CS: American Federation of Teachers, Washington, DC.
PY: 1999
AV: American Federation of Teachers, AFL-CIO, 555 New Jersey Avenue, NW, Washington, DC 20001. Web site: http://www.aft.org.
NT: Printed on colored paper.
PR: EDRS Price MF01/PC02 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED445315
DE: *Early-Intervention; *High-Risk-Students; *Reading-Instruction; *Reading-Programs; *Reading-Skills
DE: Classroom-Techniques; Grade-1; Primary-Education
AB: This paper describes five promising remedial reading intervention programs. Each program has its own strengths and weaknesses, but all show evidence of high standards, effectiveness, replicability, and support structures. Direct Instruction is a highly structured instructional approach, designed to accelerate the learning of at-risk students. Early Steps is an early intervention/tutorial program in reading and language arts for first-grade students who are at risk for reading failure. Exemplary Center for Reading Instruction is designed to improve students' ability to read, understand and communicate in English. The Lindamood-Bell method is designed for students with reading disabilities who also have unreliable auditory perceptions, teaching alternate ways to perceive various sounds that make up words in the English language. Reading Recovery is a one-on-one tutorial for first graders who perform at or below the 20th percentile in reading. Contains 39 references and 5 tables of data. Selected resources and contact information is presented for each program. (EF)
AN: ED435703
AU: Rodgers,-Emily
TI: Understanding Teacher Talk To Inform One-to-One Literacy Instruction.
PY: 1999
NT: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999).
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED435703
DE: *Elementary-School-Students; *Literacy-; *Reading-Instruction; *Speech-Communication; *Tutorial-Programs
DE: Elementary-School-Teachers; Interaction-; Primary-Education; Problem-Solving; Teacher-Student-Relationship; Teaching-Methods
AB: A detailed analysis was conducted of the patterns of interactions between a child and a teacher in a one-to-one reading tutorial setting in the context of the Reading Recovery literacy program. The interactions between a teacher and two of her students were observed, videotaped, and analyzed. The participation of the two students in problem solving at a point of difficulty changed over time. One student took a greater role in problem solving, all the while reading more complex text. The participation of the other student changed very little, and the teacher did not seem to offer him the same kind of support. The scaffolding the teacher offered the lower achieving student may not have been as helpful. Overall, the findings demonstrate the great importance of the teacher in the tutorial process. (Contains 7 figures and 23 references.) (SLD)
AN: ED430067
AU: Huggins,-Regina
TI: Longitudinal Study of the Reading Recovery Program, 1994-1998.
CS: Detroit Public Schools, MI. Office of Research, Evaluation, and Assessment.
PY: 1999
PR: EDRS Price MF01/PC02 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED430067
DE: *Achievement-Gains; *Early-Intervention; *Grade-1
DE: Longitudinal-Studies; Primary-Education; Program-Effectiveness; Program-Evaluation; Reading-Achievement; Reading-Tests; Standardized-Tests; Tables-Data; Urban-Schools
AB: Reading Recovery is an early intervention program for first grade designed to reduce reading failure. It is based on the assumption that intensive, high-quality help during the early years of schooling is the most productive investment of resources. Individually tailored intervention procedures are implemented for children identified by classroom teachers as achieving below-grade level. A longitudinal study was designed to assess the success of this program in the Detroit Public Schools (Michigan) over the 5 years from 1993-94 to 1997-98. A total of 135 students were studied, 75 in the experimental group participating in Reading Recovery and 60 in a comparison group who were approximately at the same reading achievement level at the start of the study. Data from the California Achievement Test, the Metropolitan Achievement Test, and the Michigan Education Assessment Program were used to measure student achievement. The Reading Recovery group showed improvement throughout the study--an improvement sustained over the 5 years. However, the Reading Recovery group consistently scored below the achievement levels of the comparison group. It is recommended that the program, if continued, be monitored closely for documentation of academic achievement and effectiveness. An appendix contains information about assessment tasks administered in Reading Recovery. (Contains 20 tables.) (SLD)
AN: EJ583654
AU: Brown,-Wayne; Denton,-Edwin; Kelly,-Patricia; Neal,-Judith
TI: Reading Recovery Effectiveness: A Five-Year Success Story in San Luis Coastal Unified School District.
PY: 1999 SO: ERS-Spectrum; v17 n1 p3-12 Win 1999
DE: *Beginning-Reading; *High-Risk-Students; *Literacy-Education; *Reading-Achievement; *Reading-Programs
DE: Early-Intervention; Grade-1; Longitudinal-Studies; Low-Achievement; Primary-Education; Tutors-
AB: Describes a five-year longitudinal study of "Reading Recovery," a program in the San Luis (California) Coastal Unified School District, providing tutoring for children struggling with beginning reading. Of 613 participating first graders, 513 successfully completed the program. "Graduates" reached average reading and writing proficiency and developed and maintained a self-improving system of literacy strategies. (21 references) (MLH)
AN: EJ605750
AU: Moore,-Maggie; Wade,-Barrie
TI: Reading and Comprehension: A Longitudinal Study of Ex-Reading Recovery Students.
PY: 1998 SO: Educational-Studies; v24 n2 p195-203 Jul 1998
DE: *Age-Differences; *Literacy-; *Reading-Programs; *Reading-Research; *Reading-Skills
DE: Child-Development; Elementary-Education; Foreign-Countries; Higher-Education; Longitudinal-Studies
AB: Compares the reading and comprehension ages of children who were in Reading Recovery at age 6 to those in a comparison group as they enter their fifth and sixth years in school. Reports that the ex-Reading Recovery children were 12 and 13 months superior in terms of reading and comprehension ages, respectively. (CMK)
AN: ED436752
AU: Lewis,-Sharon
TI: School Reports: Creating Common Understandings.
CS: Reading Recovery Council of North America, Columbus, OH.
PY: 1998 SO: Network-News; p10-15,18 Fall 1998
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED436752
DE: *Data-Collection; *Early-Intervention; *Reading-Difficulties; *Reading-Instruction; *Research-Reports
DE: Classroom-Techniques; Instructional-Effectiveness; Primary-Education; Program-Effectiveness; Student-Needs
AB: Suggesting that creating a report for each school involved in the Reading Recovery program can have a powerful impact, this paper shows the current model of campus reports for the Spring Branch Independent School District, Houston, Texas. The report form described in the paper is continually growing and changing through need and collaboration with principals and team members. It discusses including (1) the school's history; (2) the outcomes for every child; (3) sharing student data; (4) longitudinal components; (5) ownership for each child; (6) data on daily lessons; (7) service by teachers; (8) level of implementation; (9) data from questionnaires; and (10) a section on school team considerations. The paper concludes that the reports are worth whatever time and energy they require because data-driven decisions are the most powerful and have the greatest impact. Contains 4 references and 8 figures illustrating what can be included in these reports. (RS)
AN: ED436748
AU: Jones,-Noel-K.
TI: Getting the Most from Your Reading Recovery[R] Program.
CS: Reading Recovery Council of North America, Columbus, OH.
PY: 1998 SO: Network-News; p14-17 Spr 1998
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED436748
DE: *Administrator-Role; *Early-Intervention; *Principals-; *Reading-Difficulties; *Reading-Instruction; *Teacher-Role
DE: Classroom-Techniques; Instructional-Effectiveness; Primary-Education; Program-Effectiveness
AB: This paper focuses on the administrative support needed to establish a Reading Recovery program that works effectively at school and district levels. It first establishes three important ideas for Reading Recovery to work: leadership is required; change cannot be accomplished in one or two years; and program effectiveness is dependent upon the effectiveness of the educational program in general and the climate and coherence of programs at individual schools. The paper then discusses administrative leadership and support; Reading Recovery program efficiency; using data to monitor effectiveness; the importance of strong classroom programs; additional support for children at risk; and the formation of school teams. It concludes that the role of the school principal is critical in implementing and monitoring a comprehensive plan for literacy improvement. (RS)
AN: ED434320
AU: Askew,-Billie-J.; Fountas,-Irene-C.; Lyons,-Carol-A.; Pinnell,-Gay-Su; Schmitt,-Maribeth-C.
TI: Reading Recovery Review: Understandings Outcomes & Implications.
CS: Reading Recovery Council of North America, Columbus, OH.
PY: 1998
AV: Reading Recovery Council of North America, Inc., 1929 Kenny Road, Suite 100, Columbus, OH 43210-1069. Tel: 614-292-7111.
NT: For a summary of the Reading Recovery Program from 1984-1998, see CS 013 710.
PR: EDRS Price MF01/PC03 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED434320
DE: *Early-Intervention; *Literacy-; *Remedial-Reading
DE: Instructional-Effectiveness; Primary-Education; Program-Descriptions; Program-Effectiveness; Student-Needs
AB: During the growth of Reading Recovery in the United States, a growing body of research has accumulated. This publication seeks to clarify for teachers, administrators, parents, and policy makers the many facets and characteristics of this early intervention program in literacy. The first section, "A Review of Reading Recovery," presents a brief description of the program, and provides explanations of program goals, teacher training and ongoing development, the research basis for the program, data collection and reporting procedures, the two positive outcomes of the intervention, and the importance of well-planned implementation. The second section, "Responses to Some Common Misconceptions," addresses 6 issues that are frequently misunderstood or misinterpreted. The third section, "Review of Research and Evaluation Related to Reading Recovery," presents both internal and independent studies that have reviewed or have investigated the program with regard to effectiveness and subsequent gains. The fourth section reviews and responds to program challenges that have appeared in both academic and general publications, while the fifth section invites stakeholders to collaborate on a shared goal--to work together to provide literacy opportunities for all children. (Contains 90 notes and approximately 150 references). (NKA)
AN: ED423514
TI: Reading Recovery Program 1996-97 Evaluation Report. Pamphlet 98-C-002.
CS: Department of Defense Education Activity, Arlington, VA.
PY: 1998
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED423514
DE: *Early-Intervention; *Instructional-Effectiveness; *Reading-Achievement; *Reading-Improvement; *Remedial-Reading
DE: Primary-Education; Reading-Research
AB: A study examined the effectiveness of Reading Recovery programs at 36 Department of Defense Schools (DoDDS). Annually, approximately 500 "below grade level" students are given the opportunity to become independent readers through this program. Major findings are: (1) Reading Recovery students significantly outperformed students not in Reading Recovery in both the reading and language arts subtests of the TerraNova Multiple Assessments; (2) on both subtests, significant differences were found between Reading Recovery students and the control group students for the Black, White, and Multiethnic student samples; (3) on average, Reading Recovery students scored in Quartile 3 on the reading subtest, while those students not in Reading Recovery scored in Quartile 2; (4) whether students participated in Reading Recovery or not had a determining effect on reading scores, while ethnicity and economic status did not; and (5) second grade students discontinued from Reading Recovery in first grade maintained average reading achievement in second grade. Recommendations inclu
DE: continue and expand the program; use Reading Recovery to narrow the achievement gap; and implement a longitudinal study of the impacts of Reading Recovery on students' reading achievement throughout elementary school. (Contains nine tables and four figures of data; an appendix lists Reading Recovery and control schools.) (RS)
AN: EJ559411
AU: Johnston,-Peter
TI: Commentary on a Critique.
PY: 1998 SO: Reading-Teacher; v51 n4 p282-85 Dec-Jan 1997-1998
NT: See CS 753 666 for C. Dudley-Marling and S. Murphy's article "A Political Critique of Remedial Reading Programs: The Example of Reading Recovery."
DE: *Educational-Discrimination; *Equal-Education; *Politics-of-Education; *Remedial-Reading
DE: Early-Intervention; Elementary-Secondary-Education; Reading-Programs; Sociocultural-Patterns
AB: Reflects on issues presented in C. Dudley-Marling and S. Murphy's critique of Reading Recovery, published in this journal's March 1997 issue. Argues that their critique is paralyzing because it could be used against any successful social or educational program. Argues that educators cannot afford to become paralyzed but must continue to make a difference within existing power structures. (SR)
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Other Resources (available either for sale or via interlibrary loan)
Title: Tutoring programs for struggling readers :the America Reads Challenge. AUTHORS: Morrow, Lesley Mandel.; Woo, Deborah Gee. YEAR: 2001 PUBLISHER: Guilford Press.
Title: Understanding outcomes & implications.
Author: Askew, Billie J.
Year: 2000
Publisher: Reading Recovery Council of North America, Inc.
Title: Reading Recovery.
Author: Neagle, Wendy.
Year: 2000
Publisher: University of Northern Iowa.
Title: Reading Recovery and its issues.
Author: Neary, Carole L.
Year: 1999
Publisher: University of Northern Iowa.
Title: Reading recovery :its effect on maintenance of learning gains.
Author: Goodreau, Karen.
Year: 1998
Publisher: Cardinal Stritch University
Title: An investigation into a reading intervention modeled after Reading Recovery.
Author: Horvath, Angela R.
Year: 1998
Publisher: State University of New York College at Brockport.; Dept. of Education and Human Development.
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