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Children's reading profiles on exiting the Reading Recovery programme: Do they predict sustained progress?

Holliman, AJ; Hurry, J; Bodman, S; (2016) Children's reading profiles on exiting the Reading Recovery programme: Do they predict sustained progress? Journal of Research in Reading , 39 (1) pp. 1-18. 10.1111/1467-9817.12041. Green open access

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Abstract

© UKLA. The aim of this study was to identify reading profiles, which predict the literacy progress of Reading Recovery graduates. Reading Recovery is an intensive remediation for children after the first year of school. Children were assessed at exit from the programme and at 3-month, 6-month and 12-month follow-up points. Text Reading Level made unique contributions to word reading, spelling and writing at all time points and was consistently the best predictor of word reading. Phonological processing also made unique contributions to word reading and spelling. Reading comprehension was found to be the best predictor of National Curriculum sublevels for reading and writing, 12months later. These findings indicate that levelled texts, as employed in Reading Recovery, provide a good indication of progress in word reading, spelling and writing after the programme has been discontinued, but also present a case for assessing other reading skills (e.g., phonological processing and reading comprehension) in order to help predict sustained progress in literacy.

Type: Article
Title: Children's reading profiles on exiting the Reading Recovery programme: Do they predict sustained progress?
Open access status: An open access version is available from UCL Discovery
DOI: 10.1111/1467-9817.12041
Publisher version: http://dx.doi.org/10.1111/1467-9817.12041
Language: English
Additional information: This is the peer reviewed version of the following article: Holliman, AJ; Hurry, J; Bodman, S; (2016) Children's reading profiles on exiting the Reading Recovery programme: Do they predict sustained progress? Journal of Research in Reading , 39 (1) pp. 1-18, which has been published in final form at http://dx.doi.org/10.1111/1467-9817.12041. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development
URI: https://discovery.ucl.ac.uk/id/eprint/1475965
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