Abstract
Purpose. The purpose of this study was to (1) describe the degree to which second and third grade students who completed the Reading Recovery program, in first grade, have sustained grade-level reading skills, and, (2) determine if a significant difference existed between the grade-level reading achievement in third grade of students who received Reading Recovery services in first grade and their grade-level cohorts relative to reading achievement. The second purpose of this study was to determine if there is a significant difference between students who participate in the Reading Recovery program and subsequent placement in special education and/or Title I programs. The third purpose of this study was to (1) report what the Reading Recovery teachers perceive as the key elements of the Reading Recovery program, and (2) report what Reading Recovery teachers perceive as possible/necessary changes in the Reading Recovery program. Methodology. A descriptive research design was used in this study. Pre and posttest scores were collected on sixty-two "discontinued" Reading Recovery students. Responses to semistructured one-on-one interviews were conducted with six on-site Reading Recovery teachers. Data were analyzed using a t-test for paired samples and a chi-square test of independence when necessary. Findings. Five major factors were identified regarding Reading Recovery: (1) students make significant progress during the initial intervention, (2) most students were not to able sustain the initial achievement in grades two and three, (3) most students did not sustain "At Grade Level" reading levels when compared to their age cohorts, (4) some students qualify for Title I and Special Education programs, and (5) Reading Recovery teachers were unanimous in their strong support for the program. Conclusions and recommendations. Schools and school districts that wish to sustain the initial growth of Reading Recovery students should consider: (1) setting exit standards at higher levels, (2) providing long-term assistance for "discontinued" students, (3) adopting the Reading Recovery philosophy and strategies for primary teachers, (4) allocating resources for on-going staff development, (5) flexibility in the number of students each Reading Recovery teacher must serve, and (6) having district support to ensure long-term commitment and funding.