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Journal articles on the topic 'Reading recovery'

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Published: 4 June 2021
Last updated: 25 June 2024

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1

Pedron, Nadine A. "Reading Recovery." Special Services in the Schools 12, no. 1-2 (December 31, 1996): 49–59. http://dx.doi.org/10.1300/j008v12n01_03.

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2

Lyons, Carol A. "Reading Recovery." Urban Education 24, no. 2 (July 1989): 125–39. http://dx.doi.org/10.1177/0042085989024002002.

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3

Serry, Tanya, Miranda Rose, and Pranee Liamputtong. "Reading Recovery teachers discuss Reading Recovery: a qualitative investigation." Australian Journal of Learning Difficulties 19, no. 1 (January 2, 2014): 61–73. http://dx.doi.org/10.1080/19404158.2014.909862.

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4

Chapman, James W., and William E. Tunmer. "Recovering Reading Recovery." Australia and New Zealand Journal of Developmental Disabilities 17, no. 1 (January 1991): 59–71. http://dx.doi.org/10.1080/07263869100034271.

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5

Moore, Maggie, and Barrie Wade. "Reading Recovery: Parents’ Views." English in Education 27, no. 2 (June 1993): 11–18. http://dx.doi.org/10.1111/j.1754-8845.1993.tb01095.x.

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6

Chambers, Gary N. "Reading Recovery ‐ German style." European Journal of Special Needs Education 10, no. 3 (October 1995): 283–89. http://dx.doi.org/10.1080/0885625950100308.

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7

Hobsbaum, Angela, Sandra Peters, and Kathy Sylva. "Scaffolding in Reading Recovery." Oxford Review of Education 22, no. 1 (March 1996): 17–35. http://dx.doi.org/10.1080/0305498960220102.

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8

Smith, Nola. "Reading recovery: A case study." Set: Research Information for Teachers, no. 1 (June 1, 1999): 1–4. http://dx.doi.org/10.18296/set.0832.

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9

Center, Yola, Kevin Wheldall, Louella Freeman, Lynne Outhred, and Margaret McNaught. "An Evaluation of Reading Recovery." Reading Research Quarterly 30, no. 2 (April 1995): 240. http://dx.doi.org/10.2307/748034.

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10

Wade, Barrie. "Reading Recovery: Myth and Reality." British Journal of Special Education 19, no. 2 (May 31, 2007): 48–51. http://dx.doi.org/10.1111/j.1467-8578.1992.tb00405.x.

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11

DeFord, Diane E. "Fluency in initial reading instruction: A reading recovery lesson." Theory Into Practice 30, no. 3 (June 1991): 201–10. http://dx.doi.org/10.1080/00405849109543501.

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12

DOMBEY, HENRIETTA. "Reading Recovery: A solution to all primary school reading problems?." Support for Learning 7, no. 3 (August 1992): 111–14. http://dx.doi.org/10.1111/j.1467-9604.1992.tb00220.x.

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13

Lipp, Jamie R., and Sara R. Helfrich. "Key Reading Recovery Strategies to Support Classroom Guided Reading Instruction." Reading Teacher 69, no. 6 (March 3, 2016): 639–46. http://dx.doi.org/10.1002/trtr.1442.

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14

Hatcher, Peter. "Predictors of Reading Recovery book levels." Journal of Research in Reading 23, no. 1 (February 2000): 67–77. http://dx.doi.org/10.1111/1467-9817.00103.

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15

Hart, Karen. "Why Reading Recovery is worth funding." Primary Teacher Update 2013, no. 16 (January 2013): 20–21. http://dx.doi.org/10.12968/prtu.2013.1.16.20.

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16

Peurach, Donald J., and Joshua L. Glazer. "Reading Recovery as an Epistemic Community." Journal of Education for Students Placed at Risk (JESPAR) 21, no. 1 (January 2, 2016): 1–9. http://dx.doi.org/10.1080/10824669.2015.1108846.

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17

Wheldall, Kevin. "Reading recovery in Sydney primary schools." Australasian Journal of Special Education 17, no. 2 (January 1993): 51–63. http://dx.doi.org/10.1017/s1030011200022910.

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This paper reviews the findings from a controlled experimental study of the effectiveness of the Reading Recovery Program undertaken in ten primary schools in Sydney, during the second year of its implementation. Children, selected by their teachers as low progress readers after one year at school, were randomly allocated to either Reading Recovery or to a control condition in which they received only the resource support typically provided to at-risk children. Low progress children from five schools of similar socio-economic level, but without a Reading Recovery Program, also took part in the study. All children were pre-tested on a number of norm and criterion referenced reading related literacy measures, post-tested on the same measures fifteen weeks after the Program commenced, and once again after a further fifteen weeks to assess maintenance effects. Results indicated that Reading Recovery students clearly outperformed students in the control group condition on most measures but, at this early stage of Reading Recovery implementation, there appeared to be no spill-over effects to other low progress students and their teachers in Reading Recovery schools. Furthermore, the practice of matching children to appropriate book level in the regular classroom, which is necessary to ensure maintenance of the Reading Recovery intervention, was not being adopted in most schools. Finally, because of the extremely low book level scores found among all Year 1 children in the ten Reading Recovery schools at the commencement of the study, serious implications arise about the selection of students for Reading Recovery in metropolitan New South Wales, their most appropriate point of entry into the Program, and the maintenance of their skills at discontinuation when they return to regular classes where average book levels continue to be low.
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18

Wheldall, Kevin. "Reading recovery in Sydney primary schools." Australasian Journal of Special Education 17, no. 2 (1993): 51–63. http://dx.doi.org/10.1080/1030011930170207.

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19

Waring, Sharon, Margot Prior, Ann Sanson, and Diana Smart. "Predictors of “Recovery” from Reading Disability." Australian Journal of Psychology 48, no. 3 (December 1996): 160–66. http://dx.doi.org/10.1080/00049539608259524.

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20

Moore, Maggie, and Barrie Wade. "Reading and Comprehension: a longitudinal study of ex‐Reading Recovery students." Educational Studies 24, no. 2 (July 1998): 195–203. http://dx.doi.org/10.1080/0305569980240205.

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21

Paige, David D. "Reading recovery© won't fix poor core tier-one reading instruction." Reading Psychology 39, no. 5 (May 10, 2018): 492–97. http://dx.doi.org/10.1080/02702711.2018.1465554.

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22

Charlesworth, Ann, Robert Charlesworth, Bridie Raban, and Field Rickards. "Reading Recovery for Children with Hearing Loss." Volta Review 106, no. 1 (April 2006): 29–51. http://dx.doi.org/10.17955/tvr.106.1.542.

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23

Pluck, Meryl‐Lynn. "Reading Recovery in a British Infant School." Educational Psychology 9, no. 4 (January 1989): 347–58. http://dx.doi.org/10.1080/0144341890090407.

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24

Glynn, Ted, N. Bethune, T. Crooks, K. Ballard, and J. Smith. "Reading Recovery in Context: implementation and outcome." Educational Psychology 12, no. 3-4 (January 1992): 249–61. http://dx.doi.org/10.1080/0144341920120308.

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25

D'Agostino, Jerome V., and Sinéad J. Harmey. "An International Meta-Analysis of Reading Recovery." Journal of Education for Students Placed at Risk (JESPAR) 21, no. 1 (January 2, 2016): 29–46. http://dx.doi.org/10.1080/10824669.2015.1112746.

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26

D'Agostino, Jerome V., Mary K. Lose, and Robert H. Kelly. "Examining the Sustained Effects of Reading Recovery." Journal of Education for Students Placed at Risk (JESPAR) 22, no. 2 (March 2017): 116–27. http://dx.doi.org/10.1080/10824669.2017.1286591.

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27

Rinehart, James S., and Paula Myrick Short. "Viewing Reading Recovery as a Restructuring Phenomenon." Journal of School Leadership 20, no. 1 (January 2010): 89–109. http://dx.doi.org/10.1177/105268461002000107.

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28

Rinehart, James S., and Paula Myrick Short. "Viewing Reading Recovery as a Restructuring Phenomenon." Journal of School Leadership 1, no. 4 (July 1991): 379–99. http://dx.doi.org/10.1177/105268469100100409.

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29

Douetil, Julia. "Pupil premium increase can boost reading recovery." Early Years Educator 13, no. 7 (November 2011): 11. http://dx.doi.org/10.12968/eyed.2011.13.7.11a.

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30

Hurry, Jane. "What is so special about Reading Recovery?" Curriculum Journal 7, no. 1 (March 1996): 93–108. http://dx.doi.org/10.1080/0958517960070107.

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31

Fischer-Baum, Simon, Ava Jang, and David Kajander. "The Cognitive Neuroplasticity of Reading Recovery following Chronic Stroke: A Representational Similarity Analysis Approach." Neural Plasticity 2017 (2017): 1–16. http://dx.doi.org/10.1155/2017/2761913.

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Damage to certain left hemisphere regions leads to reading impairments, at least acutely, though some individuals eventually recover reading. Previous neuroimaging studies have shown a relationship between reading recovery and increases in contralesional and perilesional activation during word reading tasks, relative to controls. Questions remain about how to interpret these changes in activation. Do these changes reflect functional take-over, a reorganization of functions in the damaged brain? Or do they reveal compensatory masquerade or the use of alternative neural pathways to reading that are available in both patients and controls? We address these questions by studying a single individual, CH, who has made a partial recovery of reading familiar words following stroke. We use an fMRI analysis technique, representational similarity analysis (RSA), which allows us to decode cognitive function from distributed patterns of neural activity. Relative to controls, we find that CH shows a shift from visual to orthographic processing in contralesional regions, with a marginally significant result in perilesional regions as well. This pattern supports a contralesional reorganization of orthographic processing following stroke. More generally, these analyses demonstrate how powerful RSA can be for mapping the neural plasticity of language function.
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32

Bates, Celeste C., Jerome V. D'Agostino, Linda Gambrell, and Meling Xu. "Reading Recovery: Exploring the Effects on First-Graders' Reading Motivation and Achievement." Journal of Education for Students Placed at Risk (JESPAR) 21, no. 1 (January 2, 2016): 47–59. http://dx.doi.org/10.1080/10824669.2015.1110027.

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33

Fitzgerald, Jill, and Ann Ramsbotham. "First‐graders' cognitive and strategic development in reading recovery reading and writing." Reading Research and Instruction 44, no. 1 (September 2004): 1–31. http://dx.doi.org/10.1080/19388070409558419.

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34

Compton-Lilly, Catherine. "By the Book and Behind-the-Glass: Teacher Self-Regulation in One Reading Intervention." Language Arts 88, no. 6 (July 1, 2011): 429–38. http://dx.doi.org/10.58680/la201116264.

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This paper presents the voices of Reading Recovery teachers in order to examine their self-regulation in that context. Foucault’s constructs of hierarchical observation, normalization of judgment, and technologies of self are used to explore how self-regulated stances are created and sustained and to explore the way self-regulation operates within a community in which particular ways of acting, interacting, believing, and teaching are valued. Sixteen Reading Recovery teachers were interviewed about their teaching and learning experiences. Findings suggest that while teacher self-regulation in Reading Recovery imposes particular limits, these limits provide both opportunities for professional growth and collective learning while contributing to the sustainability of the Reading Recovery Program.
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35

Schwickert, Lars, Jochen Klenk, Wiebren Zijlstra, Maxim Forst-Gill, Kim Sczuka, Jorunn L. Helbostad, Lorenzo Chiari, Kamiar Aminian, Chris Todd, and Clemens Becker. "Reading from the Black Box: What Sensors Tell Us about Resting and Recovery after Real-World Falls." Gerontology 64, no. 1 (August 22, 2017): 90–95. http://dx.doi.org/10.1159/000478092.

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Background: Lying on the floor for a long time after falls, regardless of whether an injury results, remains an unsolved health care problem. In order to develop efficient and acceptable fall detection and reaction approaches, it is relevant to improve the understanding of the circumstances and the characteristics of post-impact responses and the return or failure to return to pre-fall activities. Falls are seldom observed by others; until now, the knowledge about movement kinematics during falls and following impact have been anecdotal. Objective: This study aimed to analyse characteristics of the on-ground and recovery phases after real-world falls. The aim was to compare self-recovered falls (defined as returns to standing from the floor) and non-recovered falls with long lies. Methods and Participants: Data from subjects in different settings and of different populations with high fall risk were included. Real-world falls collected by inertial sensors worn on the lower back were taken from the FARSEEING database if reliable information was available from fall reports and sensor signals. Trunk pitch angle and acceleration were analysed to describe different patterns of recovery movements while standing up from the floor after the impact of a fall. Results: Falls with successful recovery, where an upright posture was regained, were different from non-recovered falls in terms of resting duration (median 10.5 vs. 34.5 s, p = 0.045). A resting duration longer than 24.5 s (area under the curve = 0.796) after the fall impact was a predictor for the inability to recover to standing. Successful recovery to standing showed lower cumulative angular pitch movement than attempted recovery in fallers that did not return to a standing position (median = 76°, interquartile range 24-170° vs. median = 308°, interquartile range 30-1,209°, p = 0.06). Conclusion: Fall signals with and without successful returns to standing showed different patterns during the phase on the ground. Characteristics of real-world falls provided through inertial sensors are relevant to improve the classification and the sensing of falls. The findings are also important for redesigning emergency response processes after falls in order to better support individuals in case of an unrecovered fall. This is crucial for preventing long lies and other fall-related incidents that require an automated fall alarm.
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36

Beeson, Pélagie M., Joël G. Magloire, and Randall R. Robey. "Letter-By-Letter Reading: Natural Recovery and Response to Treatment." Behavioural Neurology 16, no. 4 (2005): 191–202. http://dx.doi.org/10.1155/2005/413962.

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The present investigation provides a longitudinal study of an individual (RB) with acquired alexia following left posterior cerebral artery stroke. At initial testing, RB exhibited acquired alexia characterized by letter-by-letter (LBL) reading, mild anomic aphasia, and acquired agraphia. Repeated measures of reading accuracy and rate were collected for single words and text over the course of one year, along with probes of naming and spelling abilities. Improvements associated with natural recovery (i.e., without treatment) were documented up to the fourth month post onset, when text reading appeared to be relatively stable. Multiple oral reading (MOR) treatment was initiated at 22 weeks post-stroke, and additional improvements in reading rate and accuracy for text were documented that were greater than those expected on the basis of spontaneous recovery alone. Over the course of one year, reading reaction times for single words improved, and the word-length effect that is the hallmark of LBL reading diminished. RB's response to treatment supports the therapeutic value of MOR treatment to in LBL readers. His residual impairment of reading and spelling one-year post stroke raised the question as to whether further progress was impeded by degraded orthographic knowledge.
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37

Cook, Pamela, Deborah R. Rodes, and Kay L. Lipsitz. "The Reading Wars and Reading Recovery: What Educators, Families, and Taxpayers Should Know." Learning Disabilities: A Multidisciplinary Journal 22, no. 2 (2017): 12–23. http://dx.doi.org/10.18666/ldmj-2017-v22-i2-8391.

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38

Sylva, Kathy, Jane Hurry, and Sandra Peters. "Why is reading recovery successful? A Vygotskian critique of an early reading intervention." European Journal of Psychology of Education 12, no. 4 (December 1997): 373–84. http://dx.doi.org/10.1007/bf03172799.

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39

Center, Yola, Kevin Wheldall, and Louella Freeman. "Evaluating the Effectiveness of Reading Recovery: a critique." Educational Psychology 12, no. 3-4 (January 1992): 263–74. http://dx.doi.org/10.1080/0144341920120309.

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40

Iversen, Sandra, and William E. Tunmer. "Phonological processing skills and the Reading Recovery Program." Journal of Educational Psychology 85, no. 1 (1993): 112–26. http://dx.doi.org/10.1037/0022-0663.85.1.112.

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41

WRIGHT, ANNA, and JEAN PRANCE. "The Reading Recovery programme in Surrey Education Authority." Support for Learning 7, no. 3 (August 1992): 103–10. http://dx.doi.org/10.1111/j.1467-9604.1992.tb00219.x.

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42

Moore, Maggie, and Barrie Wade. "Reading Recovery: Its Effectiveness in the Long Term." Support for Learning 13, no. 3 (August 1998): 123–28. http://dx.doi.org/10.1111/1467-9604.00073.

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43

Wright, Anna. "Evaluation of the First British Reading Recovery Programme." British Educational Research Journal 18, no. 4 (January 1992): 351–68. http://dx.doi.org/10.1080/0141192920180403.

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44

Aldridge, Jerry. "Among the Periodicals: Recent Research on Reading Recovery." Childhood Education 80, no. 5 (August 2004): 282–85. http://dx.doi.org/10.1080/00094056.2004.10522819.

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45

Baenen, Nancy, Alissa Bernholc, Chuck Dulaney, and Karen Banks. "Reading Recovery: Long-Term Progress After Three Cohorts." Journal of Education for Students Placed at Risk (JESPAR) 2, no. 2 (April 1997): 161–81. http://dx.doi.org/10.1207/s15327671espr0202_6.

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46

Madlool Al Jumaily, Asmaa Khalaf, and Noor Salim Idan. "Recovery of Pain: Psychoanalytic Reading of Stanley Kunitz's Selected Poems." Journal of Tikrit University for Humanities 30, no. 2, 2 (February 28, 2023): 1–18. http://dx.doi.org/10.25130/jtuh.30.2.2.2023.22.

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This research examines Stanley Kunitz's poems in the light of psychoanalytic reading. In particular it tackles the topic of recovery and past wounds in Kunitz's poetic texts. Kunitz has suffered from disordered childhood because of his father's suicide few weeks before his birth. This event is an important point which causes Kunitz's plight and is responsible for shaping his tattered identity. Kunitz is unaware to this pain, since it is buried in the unconscious mind, which is the store for hidden pain, repressed feelings and dark wishes to reappear in his adulthood. Kunitz's uniqueness and bravery are located in the way he confronts his wounds. This research concludes that Kunitz revisits the roots and seeds of his pain and its cause and tries to recover it.
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47

Sirinides, Philip, Abigail Gray, and Henry May. "The Impacts of Reading Recovery at Scale: Results From the 4-Year i3 External Evaluation." Educational Evaluation and Policy Analysis 40, no. 3 (March 30, 2018): 316–35. http://dx.doi.org/10.3102/0162373718764828.

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Reading Recovery is an example of a widely used early literacy intervention for struggling first-grade readers, with a research base demonstrating evidence of impact. With funding from the U.S. Department of Education’s i3 program, researchers conducted a 4-year evaluation of the national scale-up of Reading Recovery. The evaluation included an implementation study and a multisite randomized controlled trial with 6,888 participating students in 1,222 schools. The goal of this study was to understand whether the impacts identified in prior rigorous studies of Reading Recovery could be replicated in the context of a national scale-up. The findings of this study reaffirm prior evidence of Reading Recovery’s immediate impacts on student literacy and support the feasibility of successfully scaling up an effective intervention.
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48

Lapatha, Lilibeth A., Lester L. Potot, and Evelyn D. Saguin. "MS T.E.A.M.S: A Recovery Approach in Improving English Reading Speed and Accuracy." American Journal of Multidisciplinary Research and Innovation 3, no. 3 (June 1, 2024): 85–89. http://dx.doi.org/10.54536/ajmri.v3i3.2819.

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This study investigated the effectiveness of MS T.E.A.M.S (Microsoft supports Teachers in Engaging, Assessing, and Monitoring Students) in improving reading speed and accuracy among Grade 11 Technical Vocational and Livelihood (TVL) students at Marigondon Senior High School. Over ten weeks, the intervention utilized Microsoft Reading Progress (MS-RP) to provide personalized reading practices and continuous assessment. A mixed-methods approach was employed, combining Linear Regression for quantitative analysis of participants’ reading scores and Thematic Analysis for qualitative insights from student interviews. Results showed positive effects on reading speed and accuracy, with most participants showing improvement. Active engagement was crucial for skill development, though some students needed additional support. While the intervention had favorable outcomes, areas for improvement were identified. The study highlights the importance of using MS T.E.A.M.S, and MS-RP to tailor interventions for struggling readers. In conclusion, the research confirms the efficacy of the Reading Intervention Program using MS-RP in enhancing reading proficiency among Grade 11 TVL students. Sustained participation is vital, and further enhancements are available to support students requiring extra assistance. This study provides valuable insights and recommendations for enhancing English reading fluency through technology-assisted interventions in educational contexts.
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49

Holliman, Andrew J., Jane Hurry, and Sue Bodman. "Children's reading profiles on exiting the Reading Recovery programme: do they predict sustained progress?" Journal of Research in Reading 39, no. 1 (December 21, 2014): 1–18. http://dx.doi.org/10.1111/1467-9817.12041.

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50

D. Roehrig, Michael Pressley, Marly, Alysia. "READING STRATEGY INSTRUCTION IN REGULAR PRIMARY-LEVEL CLASSROOMS BY TEACHERS TRAINED IN READING RECOVERY." Reading & Writing Quarterly 17, no. 4 (October 2001): 323–48. http://dx.doi.org/10.1080/105735601317095061.

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