Does Reading Recovery Matter? An Analysis of the Longitudinal Efficacy of Reading Recovery in Maine
Authors: Brian Doore
This study’s results further document the long-term benefit of the Reading Recovery intervention by examining the performance of participating students on the Maine Educational Assessment. Planned analyses include the documentation of the average placement rate of students into special education services who participate in Reading Recovery. The impacts of socio-economic status, median family income and per pupil expenditures are considered in a multiple regression modeling procedure featuring orthogonal rotation of hypothesized factors to maximize explained variance. For this study, the independent variables are the use of the Reading Recovery intervention (RR), socio-economic status of school communities (SES), and parent level of education (EDUC). The dependent variable is student performance on the 4th grade Maine Educational Assessment (MEA).