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Date
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2002
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Source Title
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Literacy Teaching and Learning
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Source Volume
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6
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Source Issue
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2
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ISSN
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1538-4209
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Document Language
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English
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Document Type(s)
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Journal Articles
Reports--Research/Technical
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| Library Link | | |
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Abstract
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Typically, students who are experiencing difficulty learning to read in the
classroom are referred for long-term assistance to remedial or special education
services. We examined what happens when another layer of assistance is added
to this typical delivery model, this one provided before referral to long-term
special education services is even considered. This model of preventing reading
difficulties is informed by the construct of prevention used in the medical field
and recasts assistance as a three-tiered process: primary prevention in the form
of classroom instruction offered to all students; a secondary prevention offered
to those students for whom classroom instruction is not enough; and finally,
tertiary prevention provided to students who have not made adequate progress
even after primary and secondary prevention measures have been employed.
We hypothesized that the inclusion of this secondary prevention measure would
dramatically reduce the numbers of children in long-term remediation services.
Reading Recovery was used as a case example of a secondary prevention
measure to test this hypothesis. Data were gathered on 116 Reading Recovery
students and 129 random sample children in first grade and fourth grade in 45
schools. Findings are promising and support the investment of resources in a
short-term secondary prevention option for young children having literacy difficulties
at the outset of schooling. (Author Abstract)
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ERIC Descriptors
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Prevention; Prereferral Intervention; High Risk Students; Instructional Effectiveness; Longitudinal Studies; Outcomes of Education; Models
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Other
Descriptors
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Secondary Prevention; Reading Recovery Programs
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Categories
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| Reading Instruction >> Programs | | Research >> Longitudinal Studies |
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Target Audience(s)
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Policymakers
Researchers
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Document Notes
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Also published in Forbes and Briggs (Eds.), Research in Reading Recovery, Volume 2 (Heinemann, 2003).
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