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Reading Recovery in the United States: More than a Decade of Data
| Content Provider | Semantic Scholar |
|---|---|
| Author | Lyons, Carol A. |
| Copyright Year | 1998 |
| Abstract | There is considerable information available to evaluate Reading Recovery’s impact on children’s literacy development and the professional development of teachers. The purpose of this article is to review the thirteen years of replication data that support Reading Recovery’s effectiveness, as well as to address the questions most often raised by critics regarding (a) the length of the teacher training program, (b) the cost of implementation, and (c) the long-term effects of the pro gram for children. Rationales are explicated for leaders of the program requiring that certified teachers enroll in a year of academic coursework and participate in continued professional development, teach the lowest achieving children one-onone, and collect and report data on a daily basis to document the effectiveness of the program. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://readingrecovery.org/wp-content/uploads/2017/03/LTL_3.1-Lyons.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
