Phonological processing skills and the Reading Recovery Program.

Abstract

The aim of this study was to determine whether the Reading Recovery program would be more effective if systematic instruction in phonological recoding skills were incorporated into the program. First-grade at-risk readers were divided into 3 matched groups of 32 children each: a modified Reading Recovery group, a standard Reading Recovery group, and a standard intervention group. The children in the modified Reading Recovery group received explicit code instruction involving phonograms. Results indicated that although both Reading Recovery groups achieved levels of reading performance required for discontinuation of the program, the modified Reading Recovery group reached these levels of performance much more quickly

Cited by (8)

1. Specific reading disability (dyslexia): what have we learned in the past four decades?
   Vellutino, Frank R., Fletcher, Jack M., Snowling, Margaret J., Scanlon, Donna M. · 2004 · Journal of Child Psychology and Psychiatry
2. Phonological recoding and self-teaching: sine qua non of reading acquisition
   Share, David L. · 1995 · Cognition
3. The role of instruction in learning to read: Preventing reading failure in at-risk children.
   Foorman, Barbara R., Francis, David J., Fletcher, Jack M., Schatschneider, Christopher, Mehta, Paras · 1998 · Journal of Educational Psychology
4. The Prevention of Reading Difficulties
   Torgesen, Joseph K · 2002 · Journal of School Psychology
5. How effective are one-to-one tutoring programs in reading for elementary students at risk for reading failure? A meta-analysis of the intervention research.
   Elbaum, Batya, Vaughn, Sharon, Tejero Hughes, Marie, Watson Moody, Sally · 2000 · Journal of Educational Psychology

See all 294