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- Title
What's Possible for First-Grade At-Risk Literacy Learners Receiving Early Intervention Services.
- Authors
Bufalino, Janet; Chuang Wang; Gómez-Bellengé, Francisco X.; Zalud, Garreth
- Abstract
This paper summarizes a study that was conducted on data from children who received a one-on-one intervention called Reading Recovery® during the first half of their first-grade year in school. The purpose was to investigate the relationship between accelerated progress children made during and after receiving a Reading Recovery intervention, and to determine if a prediction could be made of children's progress following a series of Reading Recovery lessons. The measure used to assess progress in literacy development was Text Reading Level (TRL), a subtask of An Observation Survey of Early Literacy Achievement (Clay, 2006). The findings show a moderate relationship between students' progress following a series of Reading Recovery lessons to the end of first grade, suggesting the sustained effect of the intervention. Additionally, intervention length was noted to be a significant predictor of year-end TRL. Students who had progressed through their series of lessons at a quick rate and had the same TRL at mid-year were shown to have higher TRL scores at year-end. Plotting odds of success (defined as reaching a year-end TRL >18 or 20) for length of intervention and mid-year TRL revealed that students who accelerated through the intervention quickly did not need to reach as high a TRL by the end of the intervention compared to students who did not progress as fast. Although mid-year TRL was known to be important in predicting success after an intervention, no empirical determination of which level was predictive existed prior to this study.
- Subjects
AT-risk students; READING Recovery program; REMEDIAL reading teaching; LITERACY education; EARLY intervention (Education); FIRST grade (Education); ELEMENTARY education
- Publication
Literacy Teaching & Learning: An International Journal of Early Reading & Writing, 2010, Vol 15, Issue 1/2, p1
- ISSN
2159-5380
- Publication type
Article