Abstract
The present study was undertaken to determine the effects of Reading Recovery participation on students' self-concepts. The 103 participants in the study were students from three metropolitan Atlanta school districts in nine elementary schools. The resultsof theinvestigation revealed statistically significant differences in the adjusted posttest means of Global Self-Concept scores and Significance dimension scores on the Joseph Pre-School and Primary Self-Concept Screening Test with treatment students scoring higher than control students. There was no statistically significant difference in the adjusted posttest means of the Competence dimension scores between the Reading Recovery participants and the control students.
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