The sustainability of reading recovery intervention on reading achievement of students identified as at-risk for early reading failure
Date of Award
Doctor of Education (Ded)
Dr. Kay A. Keiser
Dr. Peter J. Smith
Dr. Jeanne L. Surface
Dr. Julie A. Delkamiller
The purpose of this study was to determine the impact and sustainability of successfully discontinued first grade Reading Recovery students as compared to non-Reading Recovery students in reading achievement measures as third graders. Schools are facing the unprecedented challenge to ensure reading success for all students by the end of second grade, regardless of the various strengths and challenges each individual child brings to school. Therefore, it is imperative that the chosen interventions truly do close the achievement gap and that the results sustain over time. This study may offer insight into the best use of available funding for at-risk readers in the primary grades.
Harley, Anne J., "The sustainability of reading recovery intervention on reading achievement of students identified as at-risk for early reading failure" (2012). Student Work. 3480.
A Dissertation Presented to the Faculty of the Graduate College at the University of Nebraska in Partial Fulfillment of Requirements for a Degree of Doctor of Education. Copyright 2012 Anne J. Harley.