EDUCATIONAL PRACTICES AND PROBLEMS
The effect of reading recovery® on special education referrals and placements
Version of Record online: 4 NOV 2002
Copyright © 2002 Wiley Periodicals, Inc.
Psychology in the Schools
Volume 39, Issue 6, pages 635–646, November 2002
How to Cite
O'Connor, E. A. and Simic, O. (2002), The effect of reading recovery® on special education referrals and placements. Psychol. Schs., 39: 635–646. doi: 10.1002/pits.10061
- Issue online: 4 NOV 2002
- Version of Record online: 4 NOV 2002
This study examined the effect of Reading Recovery®, an early intervention program for first-grade children, on the rates of referral and placement in special education in New York City. Study participants consisted of students who had a complete Reading Recovery (RR) program (RR-discontinued and RR-recommended) and a comparison group composed of children with literacy difficulties, who were initially performing at a slightly higher level than the Reading Recovery children. The results showed that children who received the Reading Recovery program were referred for testing and placed in special education at a statistically significant lower rate. Reading Recovery is associated with a 5% reduction in estimated referral rate and a 3% decrease in placement rate. Additionally, an examination of the classification labels of children placed in special education revealed that RR-discontinued children were less likely to be classified as learning disabled than those in both the comparison group and the RR-recommended group. © 2002 Wiley Periodicals, Inc. Psychol Schs 39: 635–646, 2002.