Reading Recovery: An Independent Evaluation of the Effects of an Early Instructional Intervention for At-Risk Learners

Shanahan, Timothy; Barr, Rebecca

doi:10.2307/748206

Cited by 175 publications

(138 citation statements)

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“…The authors comment that children in grades 3 and up made "minimal progress." Shanahan and Barr (1995) review research on the popular Reading Recovery program, a school-based one-toone program. Despite the large number of evaluations reported, methodology was poor in most studies.…”

Section: Discussionmentioning

confidence: 99%

Phono-GraphixTM: A new method for remediating reading difficulties

McGuinness

1996

Annals of Dyslexia

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Eighty-seven children, 6 to 16 years of age, with reading and/or spelling difficulties were trained in a new program (Phono-Graphix™) that emphasizes phoneme awareness training, sound-to-print orientation, curriculum design sequenced by orthographic complexity, and active parental supervision in homework assignments. The children's initial level of competence to access the alphabet code was revealed by diagnostic testing, and individualized sequences of instruction were developed. The children received 12 hours or less of one-to-one training, one hour per week. Children gained an average of 13.7 standard score points on word recognition (1.70 points per clinical hour) and 19.34 standard score points on nonsense word decoding (2.57 points per clinical hour).In this paper we present research on a new instructional method, Phono-Graphix™, that relies on twenty years of research on the origin of reading failure. This method is based on a large body of empirical evidence identifying lack of phoneme awareness as a major component of children's poor decoding skills. It is based as well on a new understanding of the rationale and structure of writing systems, and of English orthography in particular. This has made it possible to design a sequence of instruction that fits with the child's logical development. Phono-Graphix is an attempt to integrate these components into one coherent curriculum and method of instruction. The results have been very promising.The most well-known finding in reading research is that poor reading skills are associated with an inability to access the phonemic level of language, and thus, the phonemic basis of the alphabet code (Rosner and Simon 1971; Calfee, Lindamood, and Undamood 1973;Fox and Routh 1975;Bradley and Bryant 1978;Shankweiler et al. 1979; Lundberg, Olafsson and Wall 1980, Stanovich, Cunningham andCramer 1984;Tunmer and Nesdale 1985; and see reviews by McGuinness 1981McGuinness , 1985Wagner and Torgesen 1987). It is now equally clear that training in phonological awareness by itself does not automatically guarantee superior or even adequate decoding skills, and must be combined with training in the alphabet principle (Bradley and Bryant 1985;Ball and Blachman 1988;McGuinness, McGuinness, and Donohue 1995).Research shows that natural skill in phonological awareness aids reading acquisition, and that instruction in an alphabetic writing system aids phonemic awareness (Morals et al. 1979; Read et al. 1986;Ben-Dror, Frost, and Bentin 1995). A clear demonstration of this reciprocal effect has been provided by McGuinness, McGuinness, and Donohue (1995). Two first-grade classroom teachers were trained in a reading program (Auditory Discrimination in Depth, Undamood 1969, 1975) that integrates training in

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Section: Discussionmentioning

confidence: 99%

Phono-GraphixTM: A new method for remediating reading difficulties

McGuinness

1996

Annals of Dyslexia

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“…Follow-up investigations of these first-grade interventions suggest that the heightened performance trajectory achieved in first grade may flatten somewhat in subsequent grades, when intensive intervention is no longer provided (Brown et al, 2001;Hiebert & Taylor, 2000;Shanahan & Barr, 1995). Thus, whereas one-to-one tutoring may accelerate students' reading performance in first grade, it may not be sufficient to "finish the job."…”

Section: Intervention In Grade 1: Research Findings and Concernsmentioning

confidence: 99%

“…In Reading Recovery, not all first graders who receive tutoring achieve grade-level performance by the end of the year. Even after 60 or more lessons, 15% to 30% of Reading Recovery students are not discontinued successfully (Center, Wheldall, Freeman, Outhred, & McNaught, 1995), and some children are removed from the program early if they make insufficient progress (Shanahan & Barr, 1995). In addition, students may be discontinued when they reach or exceed the class average, or when they complete 20 weeks of intervention.…”

Section: Intervention In Grade 1: Research Findings and Concernsmentioning

confidence: 99%

“…Wasik and Slavin (1990) correctly noted that such individualized pacing is not possible in even "one-to-two or one-to-three instruction, where adaptation to individual needs becomes progressively more difficult" (p. 6). Therefore, despite the fact that one-to-one tutoring of struggling beginning readers is time-consuming and expensive, many reading authorities agree that it can be a very effective form of intervention (see reviews by Shanahan, 1998;Shanahan & Barr, 1995;Wasik & Slavin, 1993).…”

Section: For An Entire School Year Teachers or Paraprofessionals Womentioning

confidence: 99%

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Intervention after Grade 1: Serving Increased Numbers of Struggling Readers Effectively

Brown

Morris

Fields

2005

Journal of Literacy Research

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The present study replicated the original evaluation of the Howard Street tutoring model (Morris, Shaw, & Perney, 1990), an intervention for struggling readers in second and third grade. It also evaluated the effectiveness of supervised paraprofessionals (Title I aides) in delivering that tutorial. For an entire school year, teachers or paraprofessionals, working under the supervision of a reading specialist, tutored 40 struggling readers twice per week for 45 minutes per session. The tutored group's instruction included guided reading in leveled texts with controlled vocabulary, word study, and reading for fluency. The control group's instruction, which was provided daily in a small-group context, featured guided reading and phonics work in the classroom basal reader. Analysis of covariance was used to compare the performance of the two groups on several end-of-year reading measures. Results showed that, overall, the tutored group outperformed the control group on each of the posttest reading measures (standardized and informal). In addition, the subset of students tutored by paraprofessionals outperformed the control students. In fact, results indicated that in the structured tutoring context, paraprofessional tutors were almost as effective as certified teachers.

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“…The effectiveness of the program has been corroborated in different studies, indicating that the students participating in the program outperformed their peers in the control group, in all assessed measures (e.g. Askew & Frasier, 1996;Askew, Kaye, Frasier, Mobasher, Anderson, & Rodriguez, 2003;Deford, Pinnell, Lyons, & Yong, 1988;Pinnell, Short, Leyons, & Young, 1986;Pinnell, Lyons, DeFord, Bryek, & Seltzer, 1994;Shanahan & Barr, 1995).…”

Section: Individualized Literacy Instructionmentioning

confidence: 78%

Promoting Comprehension Skills among At-Risk First Graders: The Role of Motivation in One-to-One Tutoring Environment

Makhoul¹,

Olshtain²,

Ibrahim³

2015

PSYCH

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The current study investigated the role of motivation in promoting reading comprehension skills among at-risk first graders. For this purpose, 20 at-risk first graders were recruited to participate in an interactive one-to-one tutoring reading comprehension intervention program. Following the children and tutors motivation level, four sub-groups were created: highly motivated children/ highly motivated tutors (HM-T/HM-L), highly motivated children/low motivated tutors (HM-L/ HM-T), low motivated children/highly motivated tutors (LM-L/HM-T) and low motivated children/ low motivated tutors (LM-L/LM-T). The children's progress in comprehension measures was documented. Across different time periods greater improvement was obtained among highly motivated children who were tutored by highly motivated tutor. The implications of the current findings were discussed.

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Reading Recovery: An Independent Evaluation of the Effects of an Early Instructional Intervention for At-Risk Learners

Cited by 175 publications

References 0 publications

Phono-GraphixTM: A new method for remediating reading difficulties

Phono-GraphixTM: A new method for remediating reading difficulties

Intervention after Grade 1: Serving Increased Numbers of Struggling Readers Effectively

Promoting Comprehension Skills among At-Risk First Graders: The Role of Motivation in One-to-One Tutoring Environment

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