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Interactions between school systems and reading recovery programmes - evidence from Northern Ireland

Munn, Penny and Ellis, Sue (2005) Interactions between school systems and reading recovery programmes - evidence from Northern Ireland. Curriculum Journal, 16 (3). pp. 341-362. ISSN 0958-5176

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Abstract

Recent work on raising attainment in education has raised theoretical issues about organizational responses to innovation and qualitative aspects of programme implementation. In particular, the 'depth' of an implementation (the extent to which a programme actually changes the educational interactions between pupils and their teachers) is now thought to be as important as its 'spread' (the number of schools in which it is replicated). Such issues, together with the existing literature on Reading Recovery implementation, suggest that it is time to review the models of implementation held within the Reading Recovery community. We used a range of methods at four levels of data collection to analyse variation in 'depth' of implementation in a countrywide Reading Recovery programme. From our findings we conclude that Reading Recovery has achieved resounding success as an individual programme, but that it would be still more efficient if the models of implementation were to be reviewed.

Item type: Article
ID code: 3409
Keywords: attainment, northen ireland, reading, schools, assessment, educational attainment, Theory and practice of education, Individual institutions (Europe)
Subjects: Education > Theory and practice of education
Education > Individual institutions (Europe)
Department: Faculty of Humanities and Social Sciences (HaSS) > School of Education > Education
Related URLs:
    Depositing user: Strathprints Administrator
    Date Deposited: 05 Jun 2007
    Last modified: 16 Jul 2013 18:48
    URI: http://strathprints.strath.ac.uk/id/eprint/3409

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