Reading recovery teachers discuss reading recovery : a qualitative investigation

Tanya Serry, Miranda Rose, Pranee Liamputtong

Research output: Contribution to journalArticlepeer-review

Abstract

Reading Recovery is an early intervention program used around the world for at-risk readers. Developed at a time when constructivist principles dominated educational philosophy, its efficacy has caused debate and division over the last three decades. This qualitative study employed in-depth interviews and observations to explore 10 Reading Recovery teachers' views and experiences about working with the program. Findings revealed that the program was implemented by participants as originally prescribed and its contents were well regarded. However, deeper analysis revealed that Reading Recovery teachers held the view that the program was best suited for children with innocent deficits such as mild maturational delay but were not necessarily confident about its ability to meet the needs of children with various clinical conditions, including specific reading difficulty. Theoretical, ethical and clinical implications are explored regarding the utility of the Reading Recovery program as an early intervention program for low progress readers.
Original languageEnglish
Pages (from-to)61-73
Number of pages13
JournalAustralian Journal of Learning Difficulties
Volume19
Issue number1
DOIs
Publication statusPublished - 2014

Keywords

  • reading
  • school improvement programs

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