dc.contributor.author	Melton, Victoria
dc.coverage.spatial	Central and North America -- United States	en_US
dc.coverage.temporal	2013-2014	en_US
dc.date.accessioned	2015-01-05T18:28:37Z
dc.date.available	2015-01-05T18:28:37Z
dc.date.issued	2014-12
dc.identifier.uri	http://hdl.handle.net/10428/1891
dc.description.abstract	This study examined how the Reading Recovery early intervention program affected the literacy needs of Hispanic English Language Learners (ELLs) based on their reading performance on the Criterion Reference Competency Test (CRCT). It examined how the Hispanic students sustained their reading performance through third grade in comparison to their peers (non-Hispanic students). Results from 2009, 2010 and 2011 reading portion of the CRCT were used to determine the progress made during the 3 years after the initial implementation of the Reading Recovery intervention. The quantitative research designed used was a 2 x 2 x 3 mixed factorial analysis to determine the effect of student ethnicity, student status, and administration year. Ethnicity and student status were between-subject variables, but administration year was within-subject variable. The sample population consisted of 135 former Reading Recovery students who had attended a rural school district in south Georgia. The Statistical Software for Social Science (SPSS) was used to analyze the data. The results indicated that there was a significant difference between average CRCT scores for the discontinued and recommended students. The discontinued students scored significantly higher than recommended students. However, there was no significant difference between average CRCT scores for the Hispanic and non-Hispanic students. There was no significant interaction between Reading Recovery status and ethnicity. The results also concluded that there was no significant difference between CRCT score for the 3 consecutive years. The CRCT scores were very similar in range. They consisted of 2009 (M = 819.43), 2010 (M = 820.82) and 2011 (M = 817.82). There was no significant interaction between CRCT scores and Reading Recovery status. Likewise, there was not a significant interaction between CRCT scores and Ethnicity. The final analysis of the study indicated that there was not a significant interaction between CRCT scores, ethnicity, and Reading Recovery status. The qualitative analysis consisted of four descriptive case studies that followed two Hispanic students and two non-Hispanic students through the Reading Recovery process. Each descriptive case study reflected the Reading Recovery process for the selected students during 2008-2009 school-term and CRCT reading scores for 2009- 2011. CRCT reading scores were presented in the case studies: (a) students who scored above 800 on the assessment successfully met the criterion to pass; (b) students who scored 850 or above on the CRCT exceeded the required expectations; and (c) students who scored below 800 failed to meet the minimum requirement. The final analysis of the case studies indicated that in 2009, the average CRCT reading score was 814.50. The average reading score for 2010 was 816, and the average reading score for 2011 was 817. Overall, the average student population continued to maintain the necessary strategies to perform successfully over a 3-year period on the CRCT reading test after receiving Reading Recovery lessons.	en_US
dc.description.tableofcontents	Chapter I: Introduction 1 Statement of the Problem 10 Purpose of the Study 10 Definition of Terms 10 Research Questions 12 Chapter II: Review of Literature 13 English Language Learners 14 Academic Struggles of ELLs 14 Effectiveness of Communication 16 Early Literacy Intervention 19 Closing the Achievement Gap 19 Long-term Effects of Early Interventions 22 Interventions for Struggling Students 24 Reading Recovery 36 Development of Reading Recovery 36 Effectiveness of Reading Recovery 38 Criticisms of Reading Recovery 43 Summary 45 Chapter III: Methodology 47 Research Questions 47 Population and Sample 48 Instrumentation 48 Data Collection 51 Independent Variables 52 Dependent Variable 54 Research Design, Analysis, and Hypotheses 54 Chapter IV: Presentation and Analysis of the Data 57 Results 58 Hypothesis 1 58 Hypothesis 2 - 59 Hypothesis 3 - 59 Hypothesis 4 - 60 Hypothesis 5 - 61 Hypothesis 6 - 62 Hypothesis 7 - 63 Case Studies - 64 Case Study 1 - 67 Case Study 2 - 73 Case Study 3 - 78 Case Study 4 - 83 Chapter V: Summary, Findings, Conclusions, and Recommendations - 89 Summary - 89 Findings - 90 Conclusions - 96 Recommendations - 98 REFERENCES - 99 Appendix A: Permission Form - 109 Appendix B: Institutional Review Board Oversight Screening Form - 111	en_US
dc.language.iso	en_US	en_US
dc.subject	Reading Recovery	en_US
dc.subject	English Language Learners (ELL)	en_US
dc.subject	reading difficulties	en_US
dc.subject	Literacy	en_US
dc.subject	Hispanic	en_US
dc.subject	No Child Left Behind	en_US
dc.subject	Curriculum and Instruction	en_US
dc.title	Effect of Reading Recovery on Literacy Needs of Hispanic English Language Learners	en_US
dc.type	Thesis	en_US
dc.contributor.department	Curriculum and Instruction	en_US
dc.description.advisor	Wiley, Ellen W.
dc.description.committee	Wiley, Larry P.
dc.description.committee	Dasinger, Sheryl B
dc.description.committee	Doepker, Gina M.
dc.description.degree	Ed.D.	en_US
dc.description.major	Education	en_US