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    The effects of Reading Recovery on literacy achievement of black and white students

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    Author
    McGraw, Marsha Diane Kent, 1952-
    Issue Date
    1997
    Keywords
    Education, Bilingual and Multicultural.
    Education, Reading.
    Education, Curriculum and Instruction.
    Advisor
    Bradley, John
    
    Metadata
    Show full item record
    Publisher
    The University of Arizona.
    Rights
    Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
    Abstract
    The purpose of this study was to investigate the effectiveness of an intervention program, Reading Recovery, on the literacy achievement of black and white students. Through a battery of assessment, interviews, and analysis procedures, the researcher addressed the following questions: (1) Do black and white students, who were students in the intervention program, Reading Recovery, have similar levels of literacy achievement and share similar literacy characteristics? (2) Do black and white students who successfully complete the intervention program, Reading Recovery, maintain average scores for at least two years post intervention? (3) Do teachers of black and white students accurately evaluate their literacy ability two years post intervention? Twenty-seven third grade students were selected to participate in the study, based upon their successfully completing the Reading Recovery Program. Procedures included the students reading Three Narrative Passages written at different difficulty levels. One passage was written at a first grade level, the second passage was written at a third grade level, and the third passage was written at a fifth grade level. In addition to the Three Narrative Passages The San Diego Oral Reading Paragraph for grade three was administered. An interview with the students' teachers included the teachers completing a questionnaire, The Teacher Evaluation of Students' Literacy Ability. The students were given The Elementary Reading Attitude Survey to measure their attitude about reading. Finally a written sample of the students' writing was obtained. Results showed no significant differences between the black and the white students on any of the assessments. There was no significance difference found in the teachers' evaluation of the black and white students' literacy ability. Both black and white students maintained average literacy scores two years post intervention.
    Type
    text
    Dissertation-Reproduction (electronic)
    Degree Name
    Ed.D.
    Degree Level
    doctoral
    Degree Program
    Graduate College
    Language, Reading & Culture
    Degree Grantor
    University of Arizona
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