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Date
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1999
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Source Title
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Literacy Teaching and Learning
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Source Volume
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4
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Source Issue
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1
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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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Success in Reading Recovery has traditionally been measured by
text reading, concordant with its meaning-driven theoretical base. Yet
Reading Recovery lessons include a considerable amount of attention to
the visual or orthographic patterns in words and phonological awareness
instruction as well. In this study, children in Reading Recovery were
found to perform significantly better than a control group not only on
Reading Recovery measures, but also on measures of phonological
awareness. Children successfully discontinued from Reading Recovery
were also found to perform as well as a group of average achieving first
graders on a measure of orthographic processing. This suggests that
Reading Recovery has effects beyond those ordinarily claimed. (Author Abstract)
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ERIC Descriptors
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Beginning Reading; Program Effectiveness; Phonics; Spelling; Phoneme Graphere Correspondence; Reading Processes; Reading Skills; Reading Achievement; Measurement Techniques
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Other
Descriptors
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Reading Recovery Programs; Phonological Awareness; Orthographic Processing
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Categories
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| Beginning Reading | | Early Intervention >> Reading Recovery | | Reading Processes |
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Target Audience(s)
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Researchers
Practitioners--Teachers
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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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