Date of Graduation

Summer 2009

Degree

Master of Science in Communication Sciences and Disorders

Department

Communication Sciences and Disorders

Committee Chair

Julie Masterson

Abstract

The purpose of this experimental study was to examine the effects of Reading Recovery (RR) on behavioral and non-behavioral literacy measures. RR is a literacy intervention that assists lowest-achieving children entering first grade. However, research on RR often is characterized by methodological flaws and does not provide sufficient evidence that RR is effective for low-achieving readers. Pre- and post-intervention data were used to compare a small sample of children in RR with low-achieving children not receiving RR on measures of spelling, reading, receptive vocabulary, phonemic awareness, and brain wave responses as measured by auditory evoked potentials. The data suggest that the control participants performed similarly to or better than the RR participants on various literacy measures post-instruction. Evoked potentials measured by the P300 did not vary by group (RR, control) or by time (pre-post instruction). Due to the limited number of participants, the effects of RR on literacy cannot be directly interpreted from this study. Additional research on paradigms involving non-behavioral methods for measuring the effects of treatment is needed.

Keywords

literacy, Reading Recovery, evoked potentials, spelling, vocabulary, phonemic awareness

Subject Categories

Communication Sciences and Disorders

Copyright

© Victoria Suzanne Henbest

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