Dr. Anne Harley
← Return to Dissertation List
|Title||The Sustainability of Reading Recovery Intervention on Reading Achievement of Students Identified as At-risk for Early Reading Failure|
|Author||Harley, Anne J.|
|School||The University of Nebraska - Omaha|
|Abstract||The purpose of this study was to determine the impact and sustainability of successfully discontinued first grade Reading Recovery students as compared to non-Reading Recovery students in reading achievement measures as third graders. Schools are facing the unprecedented challenge to ensure reading success for all students by the end of second grade, regardless of the various strengths and challenges each individual child brings to school. Therefore, it is imperative that the chosen interventions truly do close the achievement gap and that the results sustain over time. This study may offer insight into the best use of available funding for at-risk readers in the primary grades.
This study had one independent variable: students eligible to receive Reading Recovery (n = 24) as first graders in 2008-2009 and completed kindergarten through third grade in Title I schools in the research district. The dependent measures of this study were the students’ 2010-2011 scores in third grade district reading comprehension assessments, state reading comprehension assessments, and Terra Nova reading assessments.