An analysis of the achievement gap of discontinued reading recovery students: A longitudinal study of reading recovery students

2007 2007

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Abstract (summary)

Closing the achievement gap among the nation's students is a major concern for many school districts across America. The achievement scores for minority and low income students are not keeping pace with those scores of white, middle/upper-class students. In hopes of reversing this trend many schools have implemented early literacy intervention programs. Reading Recovery (RR) advocates have stated that many RR students catch up to their grade level peers in reading, and do not need further reading interventions (Reading Recovery Council of North America, 2000). However, the research is not clear whether RR sustains reading progress over time, at the same success rate for all groups of students.

The purpose of this quantitative, causal-comparative study was to examine the sustained literacy achievement of discontinued Reading Recovery students. This study analyzed data to determine if there was a significant difference in the 5th grade Total Reading scores between discontinued Reading Recovery students with and without specific at-risk characteristics (ethnicity and low-income). This study also followed the 1998-99 cohort of discontinued Reading Recovery students and analyzed their third, fifth and seventh grade MAT total reading scores to determine if there was an interaction between reading scores over time (3rd, 5th and 7th grade scores) and selected at-risk characteristics (ethnicity and low-income).

Descriptive and inferential statistics (ANOVA) revealed the following findings: (1) There was a significant difference in mean Total Reading scores of the 2000-01 RR students at 5th grade among white and minority students, (2) There was a significant increase of mean Total Reading scores from 3rd to 5th grade, and 3 rd to 7th grade, for the 1998-99 discontinued RR students. Ethnicity and income did not have an interaction in this achievement pattern---the trajectory was the same for each of the groups. (3) White, non-low income students had significantly higher mean total reading scores than students who had one and/or two risk factors.

Indexing (details)

School administration;
Reading instruction;
Academic achievement;
0514: School administration
0535: Literacy
0535: Reading instruction
Identifier / keyword
Education; Achievement gap; Low-income; Minority; Reading Recovery
An analysis of the achievement gap of discontinued reading recovery students: A longitudinal study of reading recovery students
Potter, Wendy
Number of pages
Publication year
Degree date
School code
DAI-A 68/03, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
Dlugosh, Larry
The University of Nebraska - Lincoln
University location
United States -- Nebraska
Source type
Dissertations & Theses
Document type
Dissertation/thesis number
ProQuest document ID
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
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