Graduate Research Papers


Open Access Graduate Research Paper


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


Degree Name

Master of Arts in Education


Department of Curriculum and Instruction


Division of Early Childhood Education

First Advisor

Charles R. May

Second Advisor

Marvin Heller


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Date Original


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1 PDF file (34 leaves)



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