Research in Reading Recovery

Research in Reading Recovery

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Research in Reading Recovery

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.

    Product Details

    ISBN-13: 9780435072391
    Publisher: Heinemann
    Publication date: 02/10/1997
    Edition description: New Edition
    Pages: 200
    Product dimensions: 7.00(w) x 10.00(h) x 0.47(d)

    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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