Early reading intervention at Crestview School
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Date
2004
Authors
Blair, Michelle
University of Lethbridge. Faculty of Education
Journal Title
Journal ISSN
Volume Title
Publisher
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2004
Abstract
This project examines the assumptions, perceptions, and practices that currently exist
with relation to the early reading intervention program (Reading Recovery) offered
through the learning assistance program at Crestview Elementary School. Of
particular interest in the study were the attitudes about the implementation of this
program from the perspective of the teachers who receive children into their classes
in years following their intervention, the teachers who refer the students for further
remediation, and the learning assistance teacher. As well, the study focused on the
long-term effects of early intervention on students' school careers. The progress of all
students who have passed through a specific early intervention program (Reading
Recovery) in grade one was tracked through subsequent years and other forms of
remediation. Quantitative data came from archival assessment results recorded by the
school district for a period of six years. Study results revealed rates of completion,
long-term retention rate of grade level reading ability, current school attended and
teacher attitudes. The study concludes with suggestions for changes to school culture
that focus on an overall system restructuring, classroom support, and ongoing
monitoring of Reading Recovery students.
Description
vii, 79 leaves ; 29 cm. --
Keywords
Reading -- Remedial teaching , Reading (Elementary) , Reading readiness