Date Approved

5-20-2019

Embargo Period

6-3-2019

Document Type

Thesis

Degree Name

M.A. Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Kuder, Sydney J.

Second Advisor

Accardo, Amy

Third Advisor

Shuff, Midge

Subject(s)

Language arts (Elementary); Reading--Remedial teaching

Disciplines

Language and Literacy Education | Special Education and Teaching

Abstract

The purpose of this study was to evaluate the effectiveness of Reading Recovery, an intervention program for first graders, and whether the skills were being transferred into their general education classroom. Specifically, the reading abilities of students in the program were analyzed. Three students participated in the study, one female and two male first grade students. All three students were not classified and came from an inclusion classroom co-taught with a general education and special education teacher. The design of this research was pre-post, post-test group design and teacher surveys were individualized for all participants. Twenty weeks of intervention was provided in thirty minute daily increments by a certified Reading Recovery specialist. In addition, students received 3-4 days of guided reading instruction in their classroom either by the general education teacher or special education teacher in a small group setting. Results show that although none of the participants "officially" exited out of the program, all three of the participants made academic growth in each of the subtests. Teacher surveys showed that there was consistency with student performance in both academic settings. Further research is needed to examine the long-term benefits of students receiving Reading Recovery in subsequent elementary years.

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