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Date
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2001
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Source Title
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Literacy Teaching and Learning
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Source Volume
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5
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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--Evaluative/Feasibility
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| Library Link | | |
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Abstract
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This paper presents the results of one school district’s evaluation of its first year’s implementation of Reading Recovery, where the teachers were being trained while they instructed the at-risk children in this early literacy intervention program. At the beginning of the school year, the group of Reading
Recovery children and a control group were equivalent on gender, ethnicity, and achievement. At the end of the school year, multivariate and univariate analyses of variance indicated that
the Reading Recovery children were significantly superior to the control group children on: (a) the Iowa Test of Basic Skills Language Tests; (b) the Gates-MacGinitie Reading Test; (c) the
six tests of An Observation Survey of Early Literacy Achievement; (d) classroom teachers’ assessments of achievement in mathematics, oral communication, reading comprehension,
and written expression; (e) classroom teachers’ ratings of personal and social growth in work habits, following directions, self-confidence, social interaction with adults, and social interaction with peers; and (f) promotion rates. (Journal Abstract)
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ERIC Descriptors
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High Risk Students; Grade 1; Early Intervention; Beginning Reading; Teacher Effectiveness; Inservice Teacher Education; Reading Achievement; Student Development; Self Efficacy
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Other
Descriptors
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Reading Recovery Programs
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Categories
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| Early Intervention >> Reading Recovery | | Research >> Program Evaluation | | Students |
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Target Audience(s)
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Practitioners--Teachers
Researchers
Policymakers
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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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