Date of Award
Master of Science in Education (MSEd)
Education and Human Development
Dr. Frances Moroney
The purpose of this study was to compare the entering and exiting self-perceptions as readers of students participating in a Reading Recovery program. The subjects, eight first graders, attended school in Ontario or Batavia, New York. The students were referred to the Reading Recovery program by their classroom teachers and were considered to be in the lowest twenty percent of their class.
The study began in January 1997, just prior to the students' entrance into the Reading Recovery program. The students were asked fourteen questions from a researcher-designed questionnaire. The questions were read to the students in order to eliminate the possibility of the subjects failing to comprehend the question. The subjects were interviewed again after being discontinued from the program in June 1997. The structure of the interview was identical, however, five additional questions were added to the questionnaire which specifically addressed the students' perceptions of the Reading Recovery program.
The results of this research study indicate that participation in Reading Recovery has a positive impact upon students' self-concepts as readers. A significant improvement in self-concept was seen after the intervention. At this time, 100% of the subjects responded that they were readers, they could read to someone, and that they were good readers. In addition, 100% of the pupils believed they were a better reader after Reading Recovery. Finally, after intervention, 100% of the subjects were able to name a strategy they would use if they experienced trouble while reading.
Prinsen, Donna G., "What are the Entering and Exiting Perceptions of Students Participating in a Reading Recovery Program in Terms of Self-concept as a Reader?" (1997). Education and Human Development Master's Theses. 1142.