The Effect of a Reading Recovery Component in a First Grade Classroom

Abstract

The purpose of this study is to investigate the effectiveness of a Reading Recovery component, making and breaking, on first grade students' reading skills. Forty-two children were pretested with the Marie Clay Observation Survey. The four children constituting the lowest 20% were selected as subjects for the Reading Recovery program. After an 8-week intervention with Marie Cl ay's Reading Recovery program and Cunningham and Hall's Making Words training, an Observation Survey posttest was given. The results indicate that making and breaking training significantly improved reading.