Fall 10-3-2016



Degree Name


Primary Advisor/Dissertation Chair

Ann Mabbott

Secondary Advisor/Reader One

Anne Rogan

Peer-Reviewer/Reader Two

Michelle Beck


This case study explores how the success of Karen Reading Recovery students correlates to their English oral language proficiency. Three first-grade Karen students in the second round of Reading Recovery were assessed to find their English oral language proficiency. Their pretest and posttest scores from the program were analyzed as well as observation data about their success in the use of semantic and syntactic prompts. Interview data from the Reading Recovery teachers about the exit status of the students was analyzed for recurring themes. The results show that English oral language proficiency has an affect on the degree of success the participants have in the Reading Recovery program in terms of posttest results, success using semantic and syntactic prompts, and the use of visual, meaning, and structural information while reading. The results imply that developing English oral language skills in ELs is beneficial to the success of Reading Recovery.

Research Methodology

Case Study, Interview, Observation


ESL/ ELLs, Reading

Included in

Education Commons