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Date
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1998
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Source Title
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Literacy Teaching and Learning
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Source Volume
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3
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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
Information Analyses (State-of-the-Art Papers, Research Summaries, Literature Reviews)
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| Library Link | | |
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Abstract
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There is considerable information available to evaluate Reading Recovery’s
impact on children’s literacy development and the professional development of
teachers. The purpose of this article is to review the thirteen years of replication
data that support Reading Recovery’s effectiveness, as well as to address the questions
most often raised by critics regarding (a) the length of the teacher training
program, (b) the cost of implementation, and (c) the long-term effects of the program
for children. Rationales are explicated for leaders of the program requiring
that certified teachers enroll in a year of academic coursework and participate in
continued professional development, teach the lowest achieving children one-onone,
and collect and report data on a daily basis to document the effectiveness of
the program. (Author Abstract)
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ERIC Descriptors
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Program Effectiveness; Early Intervention; Literacy; High Risk Students; Cost Effectiveness; Comparative Analysis; Tutoring; Professional Development; Teacher Education Programs; History
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Other
Descriptors
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Reading Recovery Programs; Ohio; United States; Replication Methodology
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Categories
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| Administration >> Program Implementation | | Early Intervention >> Reading Recovery | | Reading Instruction >> Programs |
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Target Audience(s)
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Researchers
Practitioners--Teachers
Practitioners--Administrators
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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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