Abstract
<p>The diverse population of learners includes students who are high performing in reading as well as those who struggle with reading. This research concerns struggling readers. The goal of teachers is to identify struggling readers and discover ways to address the reading needs of those students. Pinnell (2006) stated that teachers have a common goal: to make literacy a true part of the lives of all students. There are many interventions to help struggling readers. Reading Recovery (RR) is a short-term reading intervention program designed to help the children develop effective strategies for reading and reach average levels for their particular peer group (Fountas &amp; Pinnell, 1996). Research has confirmed the positive impact of RR on readers who struggle (Allington, 2005; Clay, 1993; McKee, 2006; Schwartz, 2005). In particular, Allington (2005) outlined five principles of scientific reading instruction: (a) classroom organization; (b) matching pupils to texts; (c) access to interesting texts, choice, and collaboration; (d) writing and reading; and (e) expert tutoring. Research has shown that RR addresses four of these five principles.</p>
Highlights
Allington (2005) stated matching pupils to texts is critical for those students whose development lags behind their peers
The participants were assessed at pretest and at posttest with three instruments: Hearing and Recording Sounds in Words (HRSIW), Text Reading Level (TRL), and Record of Oral Language (ROL)
This study examined the relationship between oral language proficiency and student achievement in Reading Recovery using a sample of 57 Iranian children learning English
Summary
Allington (2005) stated matching pupils to texts is critical for those students whose development lags behind their peers. According to Fountas & Pinnell (1996), RR matches pupils to the appropriate text level, provides interesting texts to students, gives students a choice in the selection of some texts, and allows teachers and students to collaborate with one another about book choice and selection. Another principle addressed by RR is reading and writing. Tierney & Shanahan (as cited by Allington, 2005) examined the natural reciprocity of reading and writing. One element of a RR lesson incorporates a writing segment that encourages the reciprocal relationship between reading and writing
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