Abstract
Do teachers trained in Reading Recovery (RR) modify their regular classroom teaching to use RR-type instructional practices and to teach students the strategies typically taught during RR tutoring sessions? Ten classrooms (three kindergartens, five grade one classrooms, and two grade two classrooms) were observed over the course of two school years. In all ten classrooms, teachers used instructional practices and teaching strategies typical of RR. The teachers also completed questionnaires about their integration of RR-type instruction into the whole classroom and the differences in their instruction before and after having undergone RR training. Further research should be done to understand how aspects of this beginning reading intervention program affects the achievement of students when teachers transfer RR strategies to the regular classroom.
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