Doctor of Education (Ed.D.)
This study compared the sustained effects of the Reading Recovery (RR) Program through the fourth grade. The research compared the reading performance of 1991-92 RR students who were discontinued with 4th grade-age students who received Chapter I services. The accessible population included 16 RR students matched with 16 comparison students on six variables: age, gender, ethnic identity, grade, and first grade CogAT score.;The two groups were assessed on five variables: Text reading level; the ITBS vocabulary, comprehension, and spelling subtests; and frequency of placement in special education. Using a nonequivalent-comparison group design, data were analyzed by the t-test, the chi-square, and Mann-Whitney U test. Five hypotheses were tested at the.05 significance level. Several limitations should be considered when interpreting the results of this study. A small accessible population (n = 16) in one school system formed the experimental group. The post-test only design matched subjects to create a comparison group that was post-hoc, nonequivalent in nature.;Student achievement of the nonequivalent groups was compared on a number of variables that included reading comprehension, reading vocabulary, spelling, text reading level, and placement in special education. The standardized tests and oral reading test found no statistical significant differences between the two groups on any of the dependent variables. The findings suggest that future research should investigate the effect of continued support and monitoring of RR students beyond the first grade in sustaining learning gains.
© The Author
Rozzelle, Mary Jan, "The long-term effectiveness of the Reading Recovery Program" (1996). Dissertations, Theses, and Masters Projects. Paper 1539618809.