NOINDEX
NOINDEX NOINDEX
NOINDEX
Home | Contact Us | Site Map

NOINDEX
NOINDEX
Research
Introduction to Research

National Data Evaluation Center

What Works Clearinghouse

Effectiveness

Continued Progress

Self-Esteem

Research Reviews

LTL Research Journal

Cost Effectiveness

Responding to Critics
includes/content/subnav.asp NOINDEX

References
 

Adams, M. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.

Allington, R.L., & McGill-Franzen, A. (1989). Different programs, indifferent instruction. In D. Lipsky & A. Garther (Eds.), Beyond special education (pp. 3-32). New York: Brookes.

Allington, R.L. & Walmsley, S.R. (1995). No quick fix: Rethinking literacy programs in America's elementary schools. New York: Teachers College Press.

Alverman, D.E. (1990). Reading teacher education. In W.R. Houston, M. Haberman, & J. Sikula (Eds.), Handbook of research on teacher education: A project of the Association of Teacher Educators (pp. 687-704). New York: MacMillan.

Ashdown, Jane (Spring, 1996). The challenge of continued learning. Network News, 1-4.

Ashdown, J., & Simic, O. (1998). Reading achievement and its relationship to attendance: Evidence from an early intervention program. Paper presented at the annual meeting of the American Educational Research Association, San Diego.

Askew, B.J. (1993) The effect of multiple readings on the behaviors of children and teachers in an early intervention program. Reading & Writing Quarterly: Overcoming Learning Difficulties, 9, 307-316.

Askew, B.J., (under review). Reading Recovery in the context of schooling.

Askew, B.J., & Frasier, D.F. (1994). Sustained effects of Reading Recovery intervention on the cognitive behaviors of second grade children and the perceptions of their teachers. Literacy, Teaching and Learning: An International Journal of Early Literacy, 1, 7-28.

Askew, B.J., Wickstrom, C., & Frasier, D.F. (under review). An exploration of the literacy behaviors of children following an early intervention program.

Askew, B.J., Kaye, B., Wickstrom, C., & Frasier, D.F. (in progress). Subsequent literacy performance of former Reading Recovery children: Two longitudinal studies.

Blackburn, D.J. (1995). Changes in a Chapter 1 program when Reading Recovery was implemented: Its impact on one district. Denton, TX: Unpublished doctoral dissertation, Texas Woman's University.

Barnes, B.L. (1996-1997). But teacher you went right on: A perspective on Reading Recovery. The Reading Teacher, 50, 284-292.

Browne, A., Fitts, M., McLaughlin, B., McNamara, M.J., & Williams, J. (1996-1997). Teaching and learning in Reading Recovery. Response to "But teacher you went right on." The Reading Teacher, 50, 294-300.

Center, Y., Wheldall, K., Freeman, L., Outhred, L., & McNaught, M. (1995). An experimental evaluation of Reading Recovery. Reading Research Quarterly, 30, 240-263.

Clay, M.M. (1966). Emergent reading behavior. Unpublished doctoral dissertation. University of Auckland Library.

Clay, M.M. (1970). Research on language and reading in Pakeha and Polynesian children. In D.K. Bracken & E. Malmquist (Eds.) Improving Reading Ability Around the World, Newark, DE: International Reading Association.

Clay, M.M. (1979). The early detection of reading difficulties. Auckland, New Zealand: Heinemann.

Clay, M.M. (1979). Sand -- the Concepts About Print Test. Auckland, New Zealand: Heinemann.

Clay, M.M. (1979). Stones -- the Concepts About Print Test. Auckland, New Zealand: Heinemann.

Clay, M.M. (1982). Observing young readers; Selected papers. Portsmouth, New Hampshire: Heinemann.

Clay, M.M. (1985). The early detection of reading difficulties. Second edition. Auckland, New Zealand: Heinemann.

Clay, M. M. (1987). Implementing Reading Recovery: Systemic adaptations to an educational innova- tion. New Zealand Journal of Educational Studies, 22, 35-58.

Clay, M.M. (1989). Concepts about print: In English and other languages. The Reading Teacher 42(4): 268-277.

Clay, M.M. (1990). The Reading Recovery Programme, 1984-88: Coverage, outcomes and education board district figures. New Zealand Journal of Educational Studies, 25, 61-70.

Clay, M.M. (1991a). Becoming literate: The construction of inner control. Portsmouth, NH: Heinemann.

Clay, M.M. (1991b). Reading Recovery surprises. In DeFord, D.E., Lyons, C.A., & Pinnell, G.S. (Eds.), Bridges to Literacy: Learning from Reading Recovery (pp. 57-76). Portsmouth, NH: Heinemann.

Clay, M.M. (1993a). An observation survey of early literacy achievement. Portsmouth, NH: Heinemann.

Clay, M.M. (1993b). Reading Recovery: A guidebook for teachers in training. Portsmouth, NH: Heinemann.

Clay, M.M. (1994a). An early intervention to prevent literacy learning difficulties: What is possible? The Running Record, 6, 4-5.

Clay, M.M. (1994b). Reading Recovery: The wider implications of an educational innovation. Literacy, Teaching and Learning, 1, 1994, pp. 121-143. Reprinted from Clay, M.M. (1993c). Reading Recovery: The wider implications of an educational innovation. In A. Watson & A. Bandenhop (Eds.), Prevention of reading failure, (pp. 22-47).

Clay, M.M. (1994c). Report on meeting on Reading Recovery implementation. Raleigh, North Carolina.

Clay, M.M. (1996). Is Reading Recovery aligned with a specific approach? Council Connections: A Newsletter of the Reading Recovery Council of North America, 2, 1.

Clay, M.M. (1997). International perspectives on the Reading Recovery program. In J. Flood, S.B. Heath, & D. Lapp (Eds.), Handbook of research on teaching literacy through the communicative and visual arts (pp. 655-667). New York: MacMillan Library Reference USA (a project of the International Reading Association).

Clay, M.M. (1997). Letter to the Editor. Reading Research Quarterly, 32, 114.

Clay, M.M., & Cazden, C.B. (1990). A Vygotskian interpretation of Reading Recovery. In L. Moll (Ed.), Vygotsky and education: Instructional implications and applications of sociohistorical psychology (pp. 206-222). New York: Cambridge University Press.

Clay, M.M., & Tuck, V. (1991). A study of Reading Recovery subgroups: Including outcomes for children who did not satisfy discontinuing criteria (Technical Report). Auckland, New Zealand: Ministry of Education.

Clay, M.M. & Watson, B. (1982). An inservice program for Reading Recovery teachers. In M.M. Clay (Ed.), Observing young readers, (pp. 192-200). Portsmouth, NH: Heinemann.

Condon, M., & Assad, S. (1996, Winter). Demonstrating the cost effectiveness of Reading Recovery: Because it makes a difference. The Network News, 12, 14.

Coopers & Lybrand (1994). Resource allocations in the New York City Public Schools. Coopers & Lybrand, L.L.P, 1251 Avenue of the Americas, New York, New York, 10024.

Cunningham, P.M., & Allington, R.L. (1994). Classrooms that work. New York: Harper Collins Publishers.

Darling-Hammond, L. (1996). What matters most: A competent teacher for every child. Phi Delta Kappan, 78, 193-200.

Day, H.D., & Day, K. (1980). The reliability and validity of the Concepts About Print and Record of Oral Language. Resources in Education, Arlington, VA: (ERIC Document Reproduction Service No. ED 179 932)

DeFord, D.E. (1993). Learning within teaching: An examination of teachers learning in Reading Recovery. Reading & Writing Quarterly: Overcoming Learning Difficulties, 9, 329-350.

DeFord, D.E. (1994). Early writing: Teachers and children in Reading Recovery. Literacy, Teaching and Learning: An International Journal of Early Literacy, 1, 31-57

DeFord, D.E., Lyons, C.A., & Pinnell, G.S. (1991). Bridges to literacy: Learning from Reading Recovery. Portsmouth, NH: Heinemann.

DeFord, D.E., Tancock, S., & White, N. (1990). Teachers' models of the reading process and their evaluations of an individual reader: Relationship to success in teaching reading and judged quality of instruction (Technical Report, Vol. 5). Columbus, OH: The Ohio State University.

Dorn, L. (1994). A Vygotskian perspective on literacy acquisition: Talk and action in the child's con- struction of literate awareness. Denton, TX: Unpublished doctoral dissertation, Texas Woman's University.

Dudley-Marling, C., & Murphy, S. (1997). A political critique of remedial reading programs: The example of Reading Recovery. The Reading Teacher, 50, 460-468.

Dunkeld, C. (1991). Maintaining the integrity of a promising program: The case of Reading Recovery. In DeFord, D., Lyons, C., & Pinnell, G.S. (Eds.). Bridges to literacy. Portsmouth, NH: Heinemann.

Dyer, P.C., & Binkney, R. (1995). Estimating cost-effectiveness and educational outcomes: Retention, remediation, special education, and early intervention. In R.L. Allington and S.A. Walmsley (Eds.). No quick fix (pp. 61-77). Newark, DE: International Reading Association.

Elley, W. (1992). How in the world do students read? The Hague: International Association for the Evaluation of Educational Achievement (IEA).

Elliott, C.B. (1994) Pedagogical reasoning: Understanding teacher decision making in a cognitive apprenticeship setting. Denton, TX: Unpublished doctoral dissertation, Texas Woman's University.

Escamilla, K. (1994). Descubriendo la Lectura: An early intervention literacy program in Spanish. Literacy, Teaching and Learning: An International Journal of Early Literacy, 1, 57-85.

Escamilla, K., Andrade, A.M., Basurto, A.G.M., Ruiz, O.A., & Clay, M.M. (1996). Instrumento de observación de los logros de la lecto - escritura inicial. Portsmouth, NH: Heinemann.

Fountas, I. C., & Pinnell, G.S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann.

Frasier, D.F. (1991). A study of strategy use by two emergent readers in a one-to-one tutorial setting. Columbus, OH: Unpublished doctoral dissertation, The Ohio State University.

Frater, & Staniland (1994). Reading Recovery from New Zealand: A report from the Office of Her Majesty's Chief Inspector of Schools, Literacy, Teaching and Learning, 1, 143-162.

Frymier, J., Barber, L., Gansneder, B., & Robertson, N. (1989). Simultaneous replication: A technique for large-scale research. Phi Delta Kappan, 71, 228-231.

Fullan, M.G. (1985). Change processes and strategies at the local level. The Elementary School Journal, 85, 391-421.

Fullan, M.G., & Miles, M.B. (1992). Getting reform right: What works and what doesn't. Phi Delta Kappan, 73, 744-752.

Gaffney, J.S., & Anderson, R.C. (1991). Two-tiered scaffolding: Congruent processes of teaching and learning. In E.H. Hiebert (Ed.), Literacy for a diverse society (pp. 184-198). New York: Teachers College Press.

Gaffney, J.S. & Paynter, S. Y. (1994). The role of early literacy interventions in the transformation of educational systems. Literacy, Teaching and Learning: An International Journal of Early Literacy, 1, 29-42.

Geeke, P. (1988). Evaluation report on the Reading Recovery field trial in Central Victoria, 1984. Australia: Centre for Studies in Literacy, University of Wollongong.

Glynn, T., & McNaughton, S. (1992). Early literacy learning: A tribute to Marie Clay. Educational Psychology, 12 (3 & 4), 171-176.

Handerhan, E. C. (1990). Reading instruction as defined by "successful" teachers and their first grade students within an early intervention program. Columbus, OH: Unpublished doctoral dissertation, The Ohio State University.

Herman, R., & Stringfield, S. (1997). Ten promising programs for educating all children: Evidence of impact. Arlington, VA: Educational Research Service.

Hiebert, E.H. (1994). Reading Recovery in the United States: What difference does it make to an age cohort? Educational Researcher, 23, 15-25.

Hill, P.W., & Crévola, C.A.M. (1997). The literacy challenge in Australian primary schools. Incorporated Association of Registered Teachers of Victoria: Seminar Series No. 69.

Hobsbaum, A. (1995). Reading Recovery in England. Literacy, Teaching and Learning, 1, 21-39.

Hobsbaum, A., Peters, S., & Sylva, K. (1996). Scaffolding in Reading Recovery. Oxford Review of Education, 22, 17-35.

Holland, K.E. (1991). Bringing home and school literacy together through the Reading Recovery program. In DeFord, D.E., Lyons, C.A., & Pinnell, G.S. (Eds.) Bridges to literacy: Learning from Reading Recovery (pp. 149-170). Portsmouth, NH: Heinemann.

Iversen, S.J, & Tunmer, W.E. (1993). Phonological processing skills and the Reading Recovery program. Journal of Educational Psychology, 85, 112-126.

Jaggar, A.M., & Simic, O. (1996). A four-year follow-up study of Reading Recovery children in New York state: Preliminary report. New York: New York University Reading Recovery Project, School of Education.

Jaggar, A. M., & Smith-Burke, M. T. (1994). Follow-up study of Reading Recovery Children in Community School District #2, New York City. New York: Reading Recovery Project, School of Education, New York University.

Johnston, P. (1997). Knowing literacy: Constructive literacy assessment. York, ME: Stenhouse Press. Kelly, P., Klein, A., & Pinnell, G.S. (1994). Reading Recovery: Teaching through conversation. In D. Lancy (Ed.) Children's emergent literacy: Social and cognitive processes. Westport, CT: Praeger.

Kerslake, J. (1996). A summary of the 1995 data on Reading Recovery. Research and Statistics Division Bulletin, No. 5. Ministry of Education, Wellington, New Zealand.

Learning disabilities -- A barrier to literacy instruction (1995). Washington, DC: International Reading Association.

Levin, H. (1989). Financing the education of at-risk students. Educational Evaluation and Policy Analysis, 1, 47-60.

Lyons, C.A. (1989). Reading Recovery: A prevention for mislabeling young at-risk learners. Urban Education, 24, 125-139.

Lyons, C.A. (1991). A comparative study of the teaching effectiveness of teachers participating in a year- long and two-week inservice program. In J. Zutell & S. McCormick (Eds.) Learning factors/teacher factors: Issues in literacy research and instruction (pp. 367-675). Fortieth Yearbook of the National Reading Conference. Chicago, IL: National Reading Conference.

Lyons, C.A. (1993). The use of questions in the teaching of high-risk beginning readers: A profile of a developing Reading Recovery teacher. Reading & Writing Quarterly: Overcoming Learning Difficulties, 9, 317-328.

Lyons, C.A. (1994a). Reading Recovery and learning disability: Issues, challenges and implications. Literacy, Teaching and Learning: An International Journal of Literacy Learning, 1, 109-120.

Lyons, C.A. (1994b). Constructing chains of reasoning in Reading Recovery demonstration lessons. In Kinzer, C.K., & El, D.J. (Eds.) Multidimensional aspects of literacy research, theory and practice (pp. 276-286). Forty-third Yearbook of The National Reading Conference. Chicago, IL: National Reading Conference.

Lyons, C.A. (1998). Reading Recovery in the United States: More than a decade of data. Literacy Teaching and Learning: An International Journal of Early Reading and Writing, 3, (1) 77-92.

Lyons, C.A., & Beaver, J. (1995). Reducing retention and learning disability placement through Reading Recovery: An educationally sound cost-effective choice. In R. Allington & S. Wamsley (Eds.), No quick fix: Redesigning literacy programs in America's elementary schools (pp. 116-136). New York: Teachers College Press and the International Reading Association.

Lyons, C.A., Pinnell, G.S., & DeFord, D.E. (1993). Partners in learning: Teachers and Children in Reading Recovery. New York: Teachers College Press.

Lyons, C.A., & White, N. (1990). Belief systems and instructional decisions: Comparisons between more and less effective teachers. Technical Report: The Ohio State University.

Moore, M., & Wade, B. (1994). Reading Recovery: Parents' views. English in Education, 27, 11-17.

Moore, P. (1997). Models of teacher education: Where Reading Recovery teacher training fits. Network News (Fall), 1-4.

Moriarty, D.J. (January 25, 1995). Our Reading Recovery results: "Conclusive." Education Week, 36.

Moriarty, D. (1996). Report to the Massachusetts superintendents' task force on special education. Medford, MA: Medford Public Schools.

Moriarty, D. (1997). A message to Congress: Redefining special education. Network News, 1, 16-17.

Office for Standards in Education (1993). Reading Recovery in New Zealand: A report from the office of Her Majesty's Chief Inspector of Schools. London: HMSO. Reprinted (1995) in Literacy, Teaching and Learning, 1, 143-162.

Pinnell, G.S. (1989). Reading Recovery: Helping at-risk children learn to read. The Elementary School Journal, 90, (2), 161-183.

Pinnell, G.S. (1994). An inquiry-based model for educating teachers of literacy. Literacy, Teaching and Learning: An International Journal of Early Literacy, 1, 29-42.

Pinnell, G.S. (1997). Reading Recovery: A summary of research. In J. Flood, S.B. Heath, & D. Lapp (Eds.), Handbook of research on teaching literacy through the communicative and visual arts (pp. 638-654). New York: MacMillan Library Reference USA. (a project of the International Reading Association).

Pinnell, G.S. (1997). Letter to the Editor. Reading Research Quarterly, 32, 114.

Pinnell, G.S., Fried, M.D., & Estice, R.M. (1991). Reading Recovery: Learning how to make a difference. In DeFord, D.E., Lyons, C.A., & Pinnell, G.S. (Eds.) Bridges to literacy: Learning from Reading Recovery (pp. 11-36). Portsmouth, NH: Heinemann.

Pinnell, G.S., Lyons, C.A., DeFord, D.E., Bryk, A., & Seltzer, M. (1993). Comparing instructional models for the literacy education of high risk first graders. Reading Research Quarterly, 29, 8-39.

Pinnell, G.S., McCarrier, A., & Button, K. (1990). Teachers' applications of theoretical concepts to new instructional settings. Report No. 8, Early Literacy Research Project, Sponsored by the John D. And Catherine T. MacArthur Foundation. Columbus, OH: The Ohio State University.

Pinnell, G.S., Lyons, C., & Jones, N. (1996). Response to Hiebert: What difference does Reading Recovery make? Educational Researcher, 25, 23-25.

Power, J. & Sawkins, S. (1991). Changing lives: Report of the implementation of the Reading Recovery Program on the North Coast. Northern Rivers: University of New England.

Reading Recovery in Massachusetts (1996). Cambridge, MA: Lesley College.

Robinson, S.M. (1973). Predicting early reading progress. Unpublished master's thesis, University of Auckland.

Rogoff, B., Matusov, E., White, C. (1996). Models of teaching and learning: Participation in a communi- ty of learners. In D.R. Olson & N. Torrance (Eds.), The handbook of education and human development (pp. 388-414). Oxford, UK: Blackwell.

Rowe, K.J. (1995). Factors affecting students' progress in reading: Key findings from a longitudinal study. Literacy, Teaching and Learning: An International Journal of Early Literacy, 1, 57-110.

Rozzelle, J. (Fall, 1996). Reading Recovery: Does it work? The National Dropout Prevention Newsletter, 9 (4), 7.

Sarason, S.B. (1991). The predictable failure of education reform: Can we change course before it's too late? San Francisco: Jossey-Bass.

Shanahan, T., & Barr, R. (1995). A synthesis of research on Reading Recovery. Reading Research Quarterly, 30, 958-996.

Slavin, R.E., & Madden, N.A. (1989). Effective classroom programs for students at risk. In R.E. Slavin, N.L. Karweit, & N.A. Madden (Eds.), Effective programs for students at risk (pp. 23-51). Boston: Allyn & Bacon.

Slavin, R.E., Karweit, N.L., & Wasik, B.A. (1992). Preventing early school failure: What works? Educational Leadership, 50, 10-19.

Smith-Burke, M.T. (1996). Professional development for teacher leaders: Promoting program ownership and increased success. Network News, 1-4.

Stahl, K.A.D., Stahl, S., McKenna, M.C. (in press). The development of phonological awareness and orthographic processing in Reading Recovery.

Standards and Guidelines of the Reading Recovery Council of North America (1998). Columbus, OH: RRCNA.

Sylva, K. & Hurry, J. (1995). Early intervention in children with reading difficulties: An evaluation of Reading Recovery and a phonological training. Literacy, Teaching, and Learning, 2 (2), 49-68.

Vellutino, F.R., Scanlon, D.M., Sipay, E.R., Small, S.G., Pratt, A., Chen, R., & Denckla, M.B. (1996). Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experimental deficits as basic causes of specific reading disability. Educational Psychology, 88, 601-638.

Wade, T. (1978). Promotion patterns in the junior school. Unpublished diploma's thesis. University of Auckland, Auckland, Australia.

Wasik, B.A., & Slavin, R.E. (1993). Preventing early reading failure with one-to-one tutoring: A review of five programs. Reading Research Quarterly, 28, 179-200.

Wilson, K., & Daviss, B. (1994). Redesigning education. New York: Henry Holt & Co.

Wong, S.D., Groth, L.A., & O'Flahavan, J.F. (1994). Characterizing teacher-student interaction in Reading Recovery lessons. Universities of Georgia and Maryland, National Reading Research Center Report No. 17.

Wright, B.D., & Stone, M.H. (1979). Best test design: Rasch measurements. Chicago: Mesa Press.