Research in Reading Recovery

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Troy, Missouri, U.S.A. 1997 Paperback Good Former owners name rubbed out in marker on the inside cover page. The front cover has a curl or slight uplift. Nice tight binding and ... the pages flow cleanly and clearly. Read more Show Less

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Overview

As we enter the second decade of Reading Recovery, we have behind us the success of over 200,000 independent readers and writers previously diagnosed as "at risk." But with more than 2,500 sites and 10,000 Reading Recovery teachers, it is important that we keep the dialogue going to maintain the same quality and consistency. Research in Reading Recovery is one such effort.

In Research in Reading Recovery, editors Stanley Swartz and Adria Klein collect in one place much of the best research now available on Reading Recovery. The articles were all previously published in the first three volumes of Literacy, Teaching and Learning, a key publication of the Reading Recovery Council of North America, which will receive all royalties from the book.

Research in Reading Recovery represents current thinking and new insights on topic such as:

  • an inquiry-based model for educating literacy teachers
  • sustained effects of Reading Recovery on the cognitive behavior of children
  • factors affecting students' progress in reading
  • Reading Recovery and its effect on children with learning disabilities
  • oral language assessment and development in Reading Recovery.

One of the reasons why Reading Recovery keeps improving is that is continually under development, changing all the time with refinements related to new research. But, with this constant fine tuning, ongoing professional development is essential. Research in Reading Recovery will help support that learning.

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Product Details

  • ISBN-13: 9780435072391
  • Publisher: Heinemann
  • Publication date: 2/10/1997
  • Edition description: New Edition
  • Pages: 200
  • Product dimensions: 7.00 (w) x 10.00 (h) x 0.47 (d)

Meet the Author

Adria F. Klein is a professor in the Department of Educational Research and Policy at California State University, San Bernardino. She has written several books, book chapters, and numerous articles on various topics including emergent literacy, Reading Recovery, reader's theater, integrated language arts, staff development, and technology. She is co-editor of Literacy, Teaching and Learning, journal of the Reading Recovery Council of North America. Adria teaches courses in language arts and literacy in the graduate Reading Education program, in addition to being a Reading Recovery Trainer of Teacher Leaders.
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Table of Contents

Research and Development

Reading Recovery: An Overview, Stanley L. Swartz & Adria F. Klein

An Inquiry-Based Model for Educating Teachers of Literacy, Gay Su Pinnell

Sustained Effects of Reading Recovery Intervention on the Cognitive Behaviors of Second-Grade Children and the Perceptions of Their Teachers, Billie J. Askey & Dianne F. Frasier

Success of Old Order-Amish Children in Strategy-Oriented Program for Children at Risk of Failure, Joseph F. Yukish

Factors Affecting Students' Progress in Reading: Key Findings from a Longitudinal Study, Kenneth J. Rowe

Theory and Application

The Role of Early Literacy Interventions in the Transformation of Educational Systems, Janet S. Gaffney & Susan Y. Paynter

Descubriendo la lectura: An Early Intervention Literacy Program in Spanish, Kathy Escamilla

Reading Recovery and Learning Disability: Issues, Challenges, and Implications, Carol A. Lyons

Reading Recovery in England, Angela Hobsbaum

Early Writing: Teachers and Children in Reading Recovery, Diane E. DeFord

Learning to Read: Insights from Reading Recovery, Noel K. Jones

Oral Language: Assessment and Development in Reading Recovery in the United States, Lance M. Gentile

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