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Comparing Instructional Models for the Literacyeracy Education of High-Risk First Graders

This study was designed to examine the effectiveness of Reading Recovery as compared to three other instructional models. Treatments included (a) a treatment modeled on Reading Recovery, (b) a one-on-one skills practice model, and (c)a group treatment taught by trained Reading Recovery teachers.
Authors citation
Pinnell, G. S., Lyons, C. A., DeFord, D. E., Bryk, A. S., & Seltzer, M.
Publication
Reading Research Quarterly, 29(1), 9–39
Link to study
https://doi.org/10.2307/747736
Year of Study
1994
Subject
Literacy
Program Evaluated
Reading Recovery
Tutor Type
Teacher
Duration
5 months
Sample size
194
Grade Level(s)
1st Grade
Student-Tutor Ratio
1
Effect Size
0.5
Study Design
Student Randomized
Pinnell, G. S., Lyons, C. A., DeFord, D. E., Bryk, A. S., & Seltzer, M. (1994). Comparing Instructional Models for the Literacyeracy Education of High-Risk First Graders. Reading Research Quarterly, 29(1), 9–39, https://doi.org/10.2307/747736