Quantity Versus Quality: Comparing Reading Recovery and Title I Reading as a First Grade Early Literacy Intervention
Date of Award
Project (696 or 796 registration)
Master of Science in Curriculum & Instruction
Reading Recovery, small group reading, early intervention, Marie Clay, first grade reading
The purpose of this study is to promote full implementation of the Reading Recovery program and compare the relationship of Reading Recovery and Title I Reading services among struggling first grade readers. This study will look at first grade students in three classrooms who are reading below grade level and are selected to receive a daily, 30-minute reading intervention that supplements classroom instruction. Two of the classrooms will be placed in Title I reading groups following Leveled Literacy Intervention (LLI) curriculum. The lowest readers from the third classroom will be tested and selected for 12 to 20 weeks of Reading Recovery, an individualized, one-on-one program. The study aims to determine if one intervention will yield greater accelerated gains in student achievement on the Observation Survey for Early Literacy Achievement.
Meyers, Jenna, "Quantity Versus Quality: Comparing Reading Recovery and Title I Reading as a First Grade Early Literacy Intervention" (2018). Dissertations, Theses, and Projects. 101.