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Publication Detail
A Reading Recovery Comparison Study: Supporting a New Implementation in Scotland
  • Publication Type:
    Journal article
  • Publication Sub Type:
    Article
  • Authors:
    Gourlay G, Harmey S
  • Publication date:
    23/11/2020
  • Pagination:
    56, 70
  • Journal:
    Journal of Reading Recovery
  • Volume:
    20
  • Issue:
    1
  • Status:
    Published
  • Keywords:
    Reading Recovery, Early Intervention, Literacy
Abstract
Many children in Scotland fail to reach age-expected levels in literacy by the time they leave primary education. Reading Recovery (RR) is a well-researched early literacy intervention that has been introduced to address the poverty related attainment gap in Scottish schools. The purpose of this fixed design study was to explore the effectiveness and impact of the RR on the literacy levels achievement of children experiencing literacy difficultieswith the lowest literacy achievement, to a point where they reach average levels and can return to and benefit from classroom instruction. Results demonstrated that all children in the study made gains in their literacy levels, though the RR intervention yielded more positive effects. The children who received the RR intervention reached age expected levels by the end of the intervention and they continued to make gains greater than those of the children who did not receive RR. Results on measures of book level and writing vocabulary were found to be statistically significant, however, results of external measures were not. This study demonstrates that RR is an effective literacy intervention for children in Scotland.
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