The process of learning to read can be considered one of the most important aspect of a child’s educational foundation. The fundamental aspects of reading build a foundation for understanding throughout all educational curriculum. There are many skills that successful students possess, such as receptive and expressive language, phonological and print awareness, decoding, large vocabularies, comprehension, and fluency (Litt, 2010). In establishing this foundation, early intervention methods for reading problems can be the difference in a child’s overall and future success. Without these methods, performance of struggling readers begins to separate from that of their peers. Reading Recovery is a program that allows for the introduction of
…show more content…
After second grade, remediation takes significantly longer, classwork becomes difficult and time consuming when a student reads below grade level. Students that do not receive effective reading intervention before the third grade often become discouraged and they struggle with self-esteem. If a student does not read at grade level by third grade, they are four times less likely to graduate by the age of 19, than their grade level peers (Sparks, 2011). Reading problems can be identified as early as kindergarten with the teachers being the first to observe phonological and phonemic awareness deficits — which are vital for success in reading and fluency (Litt, 2010). These skills are important for the student as it gives the ability to distinguish, recall, manipulate, articulate, and process the speech sounds in words. Research has shown the importance of one-on-one instruction and its effectiveness for students with deficits than that of small-group instruction (Balsiger, …show more content…
The sample group was composed of 74 students (37 in each program). This study found that Reading Recovery had a positive effect on the Letter Identification subtest of the Observation Survey of Early Literacy Achievement and the Reading Comprehension subtest of the Comprehensive Test of Basic Skills. This study also found a statistically significant effect of Reading Recovery on three additional subtests of the Observation Survey of Early Literacy Achievement, including Concepts About Print, Hearing and Recording Sounds in Words, and Writing
After second grade, remediation takes significantly longer, classwork becomes difficult and time consuming when a student reads below grade level. Students that do not receive effective reading intervention before the third grade often become discouraged and they struggle with self-esteem. If a student does not read at grade level by third grade, they are four times less likely to graduate by the age of 19, than their grade level peers (Sparks, 2011). Reading problems can be identified as early as kindergarten with the teachers being the first to observe phonological and phonemic awareness deficits — which are vital for success in reading and fluency (Litt, 2010). These skills are important for the student as it gives the ability to distinguish, recall, manipulate, articulate, and process the speech sounds in words. Research has shown the importance of one-on-one instruction and its effectiveness for students with deficits than that of small-group instruction (Balsiger, …show more content…
The sample group was composed of 74 students (37 in each program). This study found that Reading Recovery had a positive effect on the Letter Identification subtest of the Observation Survey of Early Literacy Achievement and the Reading Comprehension subtest of the Comprehensive Test of Basic Skills. This study also found a statistically significant effect of Reading Recovery on three additional subtests of the Observation Survey of Early Literacy Achievement, including Concepts About Print, Hearing and Recording Sounds in Words, and Writing