A PROGRAM EVALUATION OF DEVELOPMENTAL FIRST GRADE AND READING RECOVERY

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dc.contributor.advisorAdams, Curt
dc.creatorDewoody, Marilyn Lou
dc.date.accessioned2019-05-01T17:22:30Z
dc.date.available2019-05-01T17:22:30Z
dc.date.issued2011
dc.description.abstractThis program evaluation investigated differences in reading achievement for students receiving Reading Recovery or Developmental First Grade. The researcher examined DRA reading scores during the first and second grade and STAR reading scores from second grade through middle school for students in a rural public school district in Northeastern Oklahoma. The purpose was to measure the differential achievement effect attributed to Reading Recovery or Developmental First Grade. Results showed that there were no significant differences between the two groups of students in reading growth during first and second grade. Results for the long-term reading achievement reveal that Reading Recovery students began second grade with a higher STAR reading score while Developmental First Grade students had a greater reading growth over time. Post-hoc data to compare the reading achievement of students who were reading on grade level at the end of Kindergarten and those who required a reading intervention of Reading Recovery or Developmental First suggest significant differences in reading achievement. Students without a reading intervention began second grade at a higher reading level and continued to grow at a greater rate over time.
dc.format.extent123 pages
dc.format.mediumapplication.pdf
dc.identifier99102351702042
dc.identifier.urihttps://hdl.handle.net/11244/319383
dc.languageen_US
dc.relation.requiresAdobe Acrobat Reader
dc.subjectReading--Remedial teaching--Case studies
dc.subjectReading (Primary)
dc.thesis.degreeEd.D.
dc.titleA PROGRAM EVALUATION OF DEVELOPMENTAL FIRST GRADE AND READING RECOVERY
dc.typetext
dc.typedocument
ou.groupJeannine Rainbolt College of Education::Department of Educational Leadership and Policy Studies

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