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Research in Reading Recovery

By Salli Forbes, Edited by Adria F. Klein, Edited by Stanley L. Swartz
Foreword by P David Pearson, Gay Su Pinnell
Afterword by Marie Clay

One reason why Reading Recovery keeps improving is that is continually under development, changing with refinements related to new research. These volumes collect many of the best research articles, helping support the ongoing professional development essential to the success of Reading Recovery.

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As we enter the second decade of Reading Recovery, we have behind us the success of over 200,000 independent readers and writers previously diagnosed as "at risk." But with more than 2,500 sites and 10,000 Reading Recovery teachers, it is important that we keep the dialogue going to maintain the same quality and consistency. Research in Reading Recovery is one such effort.

In Research in Reading Recovery, editors Stanley Swartz and Adria Klein collect in one place much of the best research now available on Reading Recovery. The articles were all previously published in the first three volumes of Literacy, Teaching and Learning, a key publication of the Reading Recovery Council of North America, which will receive all royalties from the book.

Research in Reading Recovery represents current thinking and new insights on topic such as:

  • an inquiry-based model for educating literacy teachers
  • sustained effects of Reading Recovery on the cognitive behavior of children
  • factors affecting students' progress in reading
  • Reading Recovery and its effect on children with learning disabilities
  • oral language assessment and development in Reading Recovery.
  • One of the reasons why Reading Recovery keeps improving is that is continually under development, changing all the time with refinements related to new research. But, with this constant fine tuning, ongoing professional development is essential. Research in Reading Recovery will help support that learning.

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