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Building on theoretical principles gleaned from Reading Recovery to inform classroom practice
Author(s) -
COX BEVERLY E.,
HOPKINS CAROL J.
Publication year - 2006
Publication title -
reading research quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.162
H-Index - 90
eISSN - 1936-2722
pISSN - 0034-0553
DOI - 10.1598/rrq.41.2.5
Subject(s) - reading (process) , literacy , phonics , mathematics education , pedagogy , psychology , teaching method , literacy education , phonemic awareness , primary education , linguistics , philosophy
The authors, both of whom are outside the network of scholars and practitioners typically associated with Reading Recovery, describe the instructional and teacher professional development components of the program and review related research. They then explore the theory and instructional assumptions on which RR is based, positing that both have implications for effective classroom instruction. In fact, they argue that the theory and assumptions of RR can be considered as core to good literacy instruction for all children.