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dc.contributor.authorDutton, Joel
dc.date.accessioned2022-07-13T19:33:10Z
dc.date.available2022-07-13T19:33:10Z
dc.date.created2003
dc.date.issued2003
dc.identifier.urihttps://dspace.carthage.edu/handle/20.500.13007/12668
dc.description.abstractThis study provided instruction to second grade students using techniques from Reading Recovery in an effort to determine if their literacy needs could be met with an established early intervention reading program. The participants of the study were second grade students, one Caucasian male and one African American female. The students were tested from three components of An Observation Survey; running records, word recognition, and hearing and recording sounds in words. After an average score or baseline on each student was found, the participants were given daily Reading Recovery lessons along with additional testing of the three components. The results of the daily tests were compared to the baseline results to find any trends. Both students showed evidence of an increase in the three components of An Observation Survey throughout the Reading Recovery intervention. These results indicate that Reading Recovery is an effective program for these two second grade students.en_US
dc.subjectreadingen_US
dc.subjectelementaryen_US
dc.subjectReading Recoveryen_US
dc.titleThe Effects of Reading Recovery Techniques on 2nd Graders' Fluencyen_US
dc.typeThesisen_US


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