Study of the Sustained Effects of Reading Recovery in Iowa

Authors

Salli Forbes, University of Northern IowaFollow
Mike Szymczuk, Heartland Area Education Agency 11Follow

Document Type

Article

Journal/Book/Conference Title Title

Journal of Reading Recovery

Volume

8

Issue

1

First Page

59

Last Page

64

Abstract

Each year 20% or more of students entering first-grade will have severe difficulty learning to read (Clay, 1993; Shaywitz, 2003). Longitudinal research suggests that children who are the lowest achievers in first grade will continue to be the lowest achievers throughout the elementary grades (Juel, 1988). Early intervention with high-quality one-to-one instruction is critical to change the course of learning failure for the lowest-performing children (Clay, 1993; Vellutino et al., 1996). In the United States, a larger percentage of the lowest-achieving children in first grade accelerate their learning and reach grade-level performance in reading and writing with Reading Recovery intervention.

Department

Department of Curriculum and Instruction

Comments

First published in Journal of Reading Recovery, v. 8, n. 1, pp. 59-64, published by the Reading Recovery Council of North America.

Original Publication Date

Fall 2008

Repository

UNI ScholarWorks, University of Northern Iowa, Rod Library

Copyright

©2008 Salli Forbes and Mike Szymczuk. The copyright holder has granted permission for posting.

Date Digital

2008

Language

EN

File Format

application/pdf

Recommended Citation

Forbes, Salli and Szymczuk, Mike, "Study of the Sustained Effects of Reading Recovery in Iowa" (2008). Curriculum & Instruction Faculty Publications. 32.
https://scholarworks.uni.edu/ci_facpub/32