Date Approved


Embargo Period


Document Type


Degree Name

M.A. Special Education


Interdisciplinary and Inclusive Education


College of Education

First Advisor

Kuder, Sydney J.

Second Advisor

Accardo, Amy

Third Advisor

Shuff, Midge


Language arts (Elementary); Reading--Remedial teaching


Language and Literacy Education | Special Education and Teaching


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.