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Is Early Literacy Intervention
Effective for English Language
Learners: Evidence from
Reading Recovery
Is Early Literacy Intervention Effective for English Language
Learners? Evidence from Reading Recovery
J. Ashdown & O. Simic (2000). Literacy Teaching and Learning: An
International Journal of Early Reading and Writing, 5(1), 27-42.
Background
Ashdown and Simic examined the literacy achievement of 25,601
first-grade students who received Reading Recovery tutoring services
from school year 1992-1993 to 1997-1998 in order to evaluate the
performance of children in the group who were English language
learners. The children in the Reading Recovery group were compared
with a random sample group of 18,363 first graders drawn from the
classroom population of children not identified as needing
assistance and with a comparison group of 11,267 first-grade
children who were in need of Reading Recovery but did not receive it
because of a lack of resources. Contingency tables were used to
examine program delivery, completion rates, and outcome status for
three language groups. In addition, analysis of variance procedures
were used to examine reading achievement measures by language group
and three comparison samples.
Findings
Results of the study provide evidence that Reading Recovery tutoring
produces similar outcomes for students with different levels of
English proficiency and offers an appropriate solution for first
graders experiencing problems in reading and writing.
Full text of this article is available online: (PDF version)
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