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Home CCSU Theses & Dissertations A study comparing the literacy growth of two groups of at-risk first graders / Mary Kelly McCormick

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A study comparing the literacy growth of two groups of at-risk first graders / Mary Kelly McCormick

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Identifier	Thesis 1499
Author	McCormick, Mary Kelly
Title	A study comparing the literacy growth of two groups of at-risk first graders / Mary Kelly McCormick
Publisher	Central Connecticut State University
Date	1998
Resource Type	Master's Thesis
Notes	Many children enter school at risk of literacy failure. Early intervention programs have been designed to reduce the daily frustrations and failures experienced by these children. Reading Recovery is one such program. It was designed by Marie Clay, a New Zealand psychologist, to help children in first grade who are having difficulty learning to read through regular classroom instruction. The effectiveness of Reading Recovery is well-documented. However, schools that have the program in operation sometimes find it difficult to employ enough Reading Recovery teachers to immediately serve the entire population of at-risk first graders. This study was created in order to learn more about the literacy development of two different groups of at-risk first graders. One group used in this study, received assistance from the Reading Recovery program while the other group of at-risk students were not afforded the same service due to limited program space. It was presumed that the Reading Recovery students would make quicker and better literacy gains than the students who received only classroom instruction. Students were selected for the study at the beginning of the 1997-1998 school year. The participants were first grade students. A matching technique was used in order to control for extraneous variables. All participants were having difficulty with reading and writing and performed poorly on Marie Clay's Observation Survey. In addition, the participants were about the same age. Two of the study's participants were selected by the school's Reading Recovery teachers to receive Reading Recovery services while the other two participants were placed on the programs waiting list. Thus, the Reading Recovery students received daily individualized lessons from specially trained Reading Recovery teachers while the control subjects received only regular classroom instruction throughout the study. The purpose of this study was to document, compare, and ultimately analyze the literacy development of the two groups of at-risk students in contrasting environments in order to determine whether exposure to Reading Recovery influenced and improved the literacy development of the experimental group. The participants' attitudes toward reading, understandings of the process of the process of reading, reading and writing abilities, independence levels, and teacher perceptions were measured, documented, and compared at the beginning, middle, and end of the study. A pretest, posttest, and a final neutral measure were used to document and compare the participants' overall literacy development. In addition, writing samples, writing sprees, interviews, surveys, classroom observations, and running records were utilized. Findings of the study indicated that both the experimental and control group made literacy gains throughout the study. Differences existed, however, between the two sets of at-risk students on most measures. Those students who received Reading Recovery services made better gains than those students who did not receive an intervention. Results showed students who received an early intervention outperformed the control subjects on exams that measured reading and writing performances. The experimental subjects possessed better attitudes towards reading and had a clearer understanding of the reading process. Additionally, the experimental subjects appeared to be more independent during literacy activities. This supports the theory that Reading Recovery students should make quicker and better gains in reading and writing than children who do not receive an early intervention. The findings are important to educators who are interested in implementing, expanding, or replacing a Reading Recovery program. Results from the investigation indicate that this intervention did help to improve the literacy attitudes and performances of the at-risk participants better than the instruction found in the regular classroom environment. In conclusion, Reading Recovery was the most beneficial and effective program for the population of at-risk first graders employed in this study.
Subject	Reading -- Remedial teaching -- Case studies Reading (Elementary) -- Case studies
Department	Department of Reading and Language Arts
Advisor	O'Brien, Patti Lynn
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	39977901
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Home CCSU Theses & Dissertations A study comparing the literacy growth of two groups of at-risk first graders / Mary Kelly McCormick

A study comparing the literacy growth of two groups of at-risk first graders / Mary Kelly McCormick

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