O’Connor, E., A. (2002). The Effect of Reading Recovery on Special Education Referrals and Placements. Psychology in the Schools, Vol 39(6).
(1) Nature of the Problem
The author’s hypothesis can be broken down into three categories. First, Reading Recovery (RR) reduces the need for special education services. Second, that the discontinued RR group will have less referrals than both the recommended RR group and the comparison group. Thirdly, if the discontinued RR group of students who participated would be referred less than the recommended RR group.
The study participants consisted of first-grade students who were identified by their teachers as the lowest 20% in performance in literacy. The students were then given the Observation Survey of Early Literacy Achievement (Clay, 1993b). The students who scored lowest on the assessment were considered to be in the most in need, and were admitted into the Reading Recovery Program. The remaining at-risk children were place on a waiting list and used as the comparison group. The participants consisted of 2,354 who completed the Reading Recovery Program and a 1,770 student comparison group. The children were chosen from 11 districts in New York City during a 3-year period (1995-1998). The sex and socioeconomic status of the participants of each group were almost equal. Non probability purpose sampling was used in this study.
The Observation Survey of Early Literacy Achievement was given to the comparison group at the beginning of the school year and again at the end of the year. The Reading Recovery (RR) teachers were required to complete the Reading Recovery Additional Information Scan Form, the standard form used in RR, which shows the progress of the students.
The study was a quantitative, quasi-experimental design.
The study began in September 1995 and ended in June of 1998. The RR participants completed a 60...