Reading Recovery: An Evaluation of Benefits and Costs. Executive Summary.

Autor/inn/en	Grossen, Bonnie; Coulter, Gail; Ruggles, Barbara
Titel	Reading Recovery: An Evaluation of Benefits and Costs. Executive Summary.
Quelle	(1997), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Early Intervention; Grade 1; Instructional Effectiveness; Literature Reviews; Primary Education; Program Effectiveness; Program Evaluation; Reading Difficulties; Reading Instruction; Remedial Reading + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Unterrichtserfolg; Primarbereich; Programme evaluation; Programmevaluation; Reading difficulty; Leseschwierigkeit; Leseunterricht; Leseförderung
Abstract	In Reading Recovery, program-trained teachers provide one-to-one tutoring in 30-minute daily sessions to the lowest 10 to 20% of a first-grade class who have the prerequisite skills for Reading Recovery. Reading Recovery advocates claim that the program brings the lowest performing children up to the average level of their local class by the end of first grade within 60 lessons, or 12 weeks. When students reach this goal they are "discontinued" from the program. Because of Reading Recovery's increasing popularity and its expense, more independent evaluators are raising questions and reviewing the research that is cited to support claims regarding its effectiveness. This paper presents a summary of these reviews and other studies evaluating the impact of Reading Recovery--these findings should be considered in deciding whether to adopt, expand, or terminate Reading Recovery programs. The paper concludes with the following points: (1) the Reading Recovery data reporting system is flawed; (2) the standards for successful completion of Reading Recovery is not equitable; (3) Reading Recovery does not raise overall school achievement levels; (4) far fewer students than claimed actually benefit from Reading Recovery; (5) children who are not expected to be successful are removed from the program and from the calculation of the success rate; (6) Reading Recovery does not reduce the need for other compensatory reading services; and (7) research-based alternative interventions are more effective than Reading Recovery. (Contains 4 figures, a table, and 53 references.) (NKA)
Anmerkungen	For full text: http://www.darkwing.uoregon.edu/~bgrossen/rr.htm.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC