Thesis (Ph.D.) - Simon Fraser University, 2005. / Theses (Faculty of Education) / Simon Fraser University. Also issued in digital format and available on the World Wide Web.

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This study compared the sustained effects of the Reading Recovery (RR) Program through the fourth grade. The research compared the reading performance of 1991-92 RR students who were discontinued with 4th grade-age students who received Chapter I services. The accessible population included 16 RR students matched with 16 comparison students on six variables: age, gender, ethnic identity, grade, and first grade CogAT score.;The two groups were assessed on five variables: Text reading level; the ITBS vocabulary, comprehension, and spelling subtests; and frequency of placement in special education. Using a nonequivalent-comparison group design, data were analyzed by the t-test, the chi-square, and Mann-Whitney U test. Five hypotheses were tested at the.05 significance level. Several limitations should be considered when interpreting the results of this study. A small accessible population (n = 16) in one school system formed the experimental group. The post-test only design matched subjects to create a comparison group that was post-hoc, nonequivalent in nature.;Student achievement of the nonequivalent groups was compared on a number of variables that included reading comprehension, reading vocabulary, spelling, text reading level, and placement in special education. The standardized tests and oral reading test found no statistical significant differences between the two groups on any of the dependent variables. The findings suggest that future research should investigate the effect of continued support and monitoring of RR students beyond the first grade in sustaining learning gains.

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Thesis (Ed. D.)--University of Massachusetts, 1983. / Includes bibliographical references (leaves 329-339).

Thesis (Ph.D.)--Bowling Green State University, 2006. / Document formatted into pages; contains xii, 281 p. Includes bibliographical references.

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Educational success and attainment, and individual sustainability depend on reading ability. School leaders, especially at the elementary and primary level, have great responsibility ensuring student success in learning to read. In this era of standards-based curriculum and high stakes testing and accountability, school leaders must be certain the programs employed to grow student reading ability are successful. This program evaluation analyzes the effects implementing a scripted, direct instruction reading program has had at a rural, primary school. Specifically, this study investigated the correlation between the Scholastic Reading Inventory and the Virginia Third Grade Reading Standards of Learning Assessment, analyzed the extent student achievement changed on the two assessments from implementing the Reading Mastery initiative, and determined the extent the practice of regrouping students for instructional alignment was utilized and the effect it had on student achievement. Findings indicate a moderate correlation between the Scholastic Reading Inventory and the Third Grade Reading Standards of Learning Assessment, a significant increase in Lexile when comparing beginning and end of year scores, a significant decline in Standards of Learning Assessment scores when comparing three years pre-Reading Mastery implementation to three years post implementation, and found that students remaining in their original program placement demonstrated greater Lexile and grade level equivalency growth than students regrouped to a lower level or accelerated. If program goals, increasing reading ability and increasing Standards of Learning pass rates are to be obtained, Reading Mastery initiative implementation will require modifications. Recommendations for policy, practice, and future studies are included.

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