Degree Name

Education Specialist (EdS)

Semester of Degree Completion

1994

Thesis Director

Freddie A. Banks, Jr.

Abstract

Traditional solutions to reading problems have not adequately addressed reading difficulties. Many students in the lower 20% of the reading level of their class have far reaching academic and social problems that lead to dropping out of school, entering special education classes, becoming frustrated, and possibly becoming discipline problems. This study examined the Reading Recovery Program at Main Street School in Shelbyville, Illinois. Specific study objectives were measurements of student test data and progress for the 1992-1993 school year. Measurements were performed using a pre- and post-testing method. A survey questionnaire was used to gather data from Reading Recovery teachers. Measurability climaxed when a student "graduated" from the program and returned to a regular classroom reading class at average or better level in reading. The effectiveness of the program was evident through the success of children gaining reading skills, including reading accuracy, self correction, identifying letters, and using concepts about print. All terms relevant to the Reading Recovery program were addressed and defined within the study. Delimitations were imposed on the Shelbyville sampling.

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