Early reading intervention at Crestview School
University of Lethbridge. Faculty of Education
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2004
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.
vii, 79 leaves ; 29 cm. --
Reading -- Remedial teaching , Reading (Elementary) , Reading readiness