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Bates, D’Agostino, Gambrell, and Xu (2016)
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Reading recovery: exploring the effects on first graders’ reading motivation and achievement
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First grade children
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Phonological
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Increase in reading motivation
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Chapman, Tunmer, and Prochnow (2001)
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Does success in the reading recovery program depend on developing proficiency in phonological-processing skills? A longitudinal study in a whole language instructional context
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Second grade children
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Phonological
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Decrease in RSC, which continued at the follow-up testing point as well (middle and end of the third year)
|
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Chen and Savage (2014)
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Evidence for a simplicity principle: teaching common complex grapheme-to-phonemes improves reading and motivation in at-risk readers
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First grade and second grade children
|
Phonological
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Increase in RSC only for the second grade readers. The first grade readers did not improve their RSC
|
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Förster and Souvignier (2014)
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Learning progress assessment and goal setting: effects on reading achievement, reading motivation and reading self-concept
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Fourth grade readers
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Metacognitive
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Decrease in RSC due to teachers’ feedback which contrasted the readers’ overestimation of reading skills with actual performance.
|
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Higgins, Fitzgerald, and Howard (2015)
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Literacy Lift-Off: an experimental evaluation of a reading recovery program on literacy skills and reading self-concept
|
First grade readers
|
Phonological
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Increase in RSC
|
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Hornery, Seaton, Tracey, Craven, and Yeung (2014)
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Enhancing reading skills and reading self-concept of children with reading difficulties: adopting a dual approach intervention
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Second to fifth grade readers
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Fluency
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Increase in RSC
|
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Law and Kratochwill (1993)
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Paired reading: an evaluation of a parent tutorial program
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Second to fourth grade readers
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Fluency
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Increases in self-confidence and attitude toward reading
|
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Nes Ferrara (2005)
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Reading fluency and self-efficacy: a case study
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A sixth-grade struggling reader
|
Fluency
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Increases in RSC and self-efficacy
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