The implementation of an adaptation of Clay's (1985) reading recovery program in a regular grade one classroom by a regular grade one teacher

Rodway, Joyce (1996) The implementation of an adaptation of Clay's (1985) reading recovery program in a regular grade one classroom by a regular grade one teacher. Masters thesis, Memorial University of Newfoundland.

[English] PDF (Migrated (PDF/A Conversion) from original format: (application/pdf)) - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. Download (28MB) [English] PDF - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. (Original Version)

Abstract

This study was designed to determine the success of an adaptation of Clay's (1985) Reading Recovery Program within the confinements of a regular grade one classroom environment by a regular grade one teacher who had received no formal training in Reading Recovery procedures. Program implementation was designed around a review of the currently existing literature on Reading Recovery. The students, who were selected for Reading Recovery procedures, were determined to be at risk of failing to effectively learn how to read and write. The researcher, who was also the classroom teacher, used her knowledge of the reading process and her years of experience in early education to interpret and apply the strategies of Reading Recovery as outlined by Clay (1985). Reading Recovery lessons were usually conducted at an individual level but, when instruction warranted, children were grouped for short lessons. All lessons took place in the selected students' grade one classroom. The anticipated outcomes of the program were that each student who appeared at risk of not learning how to read and write would benefit from the tutorial sessions they had received and, consequently, be able to function within the average group in their grade one classroom. -- A number of formal and informal assessment procedures were administered before and after program intervention. The test and measurement procedures included Teacher-Student Interaction, The Gates-MacGinitie Reading Test, and the Diagnostic Survey, as designed by Clay (1985). Pretest and posttest results were computed and recorded. Pretest results for informal assessments (i.e., Student Teacher Interaction), indicated that the four students who had been selected for program intervention were all performing below the average of their class in reading, writing and oral language development. Posttest results indicated that three of the students had made considerable gains in all three areas. Pretest results on the Gates-MacGinitie Reading Test revealed that the program students had scored below the class mean on both raw and percentile rank scores for the class. Posttest scores indicated that two of the program students had made considerable gains with one surpassing the class mean on both the mean raw score and the mean percentile rank score. One other student had made some progress, and one indicated no regression, but did not move beyond the 2nd percentile rank. The Diagnostic Survey was administered to each student in the Reading Recovery group before and after program intervention. The Diagnostic Survey was an effective measure of individual growth. Each student's posttest scores were compared with his/her pretest scores. All students made measurable progress. -- Based on the results of this study it was concluded that the students who participated benefitted from a modified version of the Reading Recovery Program.

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