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

Year of Study

1994

Link to study

https://doi.org/10.2307/747736

Subject

Literacy

Program Evaluated

Reading Recovery

Tutor Type

Teacher

Duration

5 months

Effect Size

0.5

Sample size

194

Grade Level(s)

1st Grade

Student-Tutor Ratio

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