The effects of Reading Recovery on literacy achievement of black and white students

Persistent Link:
http://hdl.handle.net/10150/288757
Title:
The effects of Reading Recovery on literacy achievement of black and white students
Author:
McGraw, Marsha Diane Kent, 1952-
Issue Date:
1997
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The purpose of this study was to investigate the effectiveness of an intervention program, Reading Recovery, on the literacy achievement of black and white students. Through a battery of assessment, interviews, and analysis procedures, the researcher addressed the following questions: (1) Do black and white students, who were students in the intervention program, Reading Recovery, have similar levels of literacy achievement and share similar literacy characteristics? (2) Do black and white students who successfully complete the intervention program, Reading Recovery, maintain average scores for at least two years post intervention? (3) Do teachers of black and white students accurately evaluate their literacy ability two years post intervention? Twenty-seven third grade students were selected to participate in the study, based upon their successfully completing the Reading Recovery Program. Procedures included the students reading Three Narrative Passages written at different difficulty levels. One passage was written at a first grade level, the second passage was written at a third grade level, and the third passage was written at a fifth grade level. In addition to the Three Narrative Passages The San Diego Oral Reading Paragraph for grade three was administered. An interview with the students' teachers included the teachers completing a questionnaire, The Teacher Evaluation of Students' Literacy Ability. The students were given The Elementary Reading Attitude Survey to measure their attitude about reading. Finally a written sample of the students' writing was obtained. Results showed no significant differences between the black and the white students on any of the assessments. There was no significance difference found in the teachers' evaluation of the black and white students' literacy ability. Both black and white students maintained average literacy scores two years post intervention.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Education, Bilingual and Multicultural.; Education, Reading.; Education, Curriculum and Instruction.
Degree Name:
Ed.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Language, Reading and Culture
Degree Grantor:
University of Arizona
Advisor:
Bradley, John

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleThe effects of Reading Recovery on literacy achievement of black and white studentsen_US
dc.creatorMcGraw, Marsha Diane Kent, 1952-en_US
dc.contributor.authorMcGraw, Marsha Diane Kent, 1952-en_US
dc.date.issued1997en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe purpose of this study was to investigate the effectiveness of an intervention program, Reading Recovery, on the literacy achievement of black and white students. Through a battery of assessment, interviews, and analysis procedures, the researcher addressed the following questions: (1) Do black and white students, who were students in the intervention program, Reading Recovery, have similar levels of literacy achievement and share similar literacy characteristics? (2) Do black and white students who successfully complete the intervention program, Reading Recovery, maintain average scores for at least two years post intervention? (3) Do teachers of black and white students accurately evaluate their literacy ability two years post intervention? Twenty-seven third grade students were selected to participate in the study, based upon their successfully completing the Reading Recovery Program. Procedures included the students reading Three Narrative Passages written at different difficulty levels. One passage was written at a first grade level, the second passage was written at a third grade level, and the third passage was written at a fifth grade level. In addition to the Three Narrative Passages The San Diego Oral Reading Paragraph for grade three was administered. An interview with the students' teachers included the teachers completing a questionnaire, The Teacher Evaluation of Students' Literacy Ability. The students were given The Elementary Reading Attitude Survey to measure their attitude about reading. Finally a written sample of the students' writing was obtained. Results showed no significant differences between the black and the white students on any of the assessments. There was no significance difference found in the teachers' evaluation of the black and white students' literacy ability. Both black and white students maintained average literacy scores two years post intervention.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducation, Bilingual and Multicultural.en_US
dc.subjectEducation, Reading.en_US
dc.subjectEducation, Curriculum and Instruction.en_US
thesis.degree.nameEd.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineLanguage, Reading and Cultureen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorBradley, Johnen_US
dc.identifier.proquest9814407en_US
dc.identifier.bibrecord.b37742504en_US
All Items in UA Campus Repository are protected by copyright, with all rights reserved, unless otherwise indicated.