Graduate Research Papers
Availability
Open Access Graduate Research Paper
Abstract
This study reviewed the literature on Reading Recovery by looking closely at the literature dealing with early intervention in a one-to-one setting with first grade age children. The following questions were addressed: (a) Where did Reading Recovery originate; (b) What are the characteristics of a Reading Recovery lesson; ( c) What are the benefits of implementing a Reading Recovery program; ( d) What are the difficulties of implementing a Reading Recovery program? There is a move away from extensive and lengthy remediation programs. Reading Recovery offers a promise of being a successful accelerated reading program. Reading Recovery provides effective successful learning strategies for students. The Reading Recovery program encourages children to assume responsibility for learning. The program builds on students' strength and skills. Reading Recovery instills a self-monitoring development within a reader. The accelerated growth depends on the effective observation and use of astute questions. Reading Recovery shows the child how to solve his own learning problems. Difficulties include cost, support within the school and school district, and the number of trained teachers/facilitators. The Reading Recovery program represents a short term intervention with at-risk children.
Year of Submission
1995
Degree Name
Master of Arts in Education
Department
Department of Curriculum and Instruction
Department
Division of Early Childhood Education
First Advisor
Charles R. May
Second Advisor
Marvin Heller
Date Original
1995
Object Description
1 PDF file (34 leaves)
Copyright
©1995 Jonna Lyn Yearous
Language
en
File Format
application/pdf
Recommended Citation
Yearous, Jonna Lyn, "Reading recovery - An early intervention program" (1995). Graduate Research Papers. 3593.
https://scholarworks.uni.edu/grp/3593
Comments
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