Writing-in-Response to Reading Using Guided Reading Plus Intervention and Correlational Effects on Selecting Students for Reading Recovery

The study used a mixed-methods design to investigate the influence of the Guided Reading Plus small group intervention on potential second round Reading Recovery (RR) childrenā€™s subsequent eligibility for services and their rate of progress following small group instruction. A secondary purpose was to conduct an in-depth analysis of the childrenā€™s writing development over time. At the end of the intervention, 27 students scored at or near reading proficiency and were no longer eligible for Reading Recovery services; 2 students were identified as needing special education with a specific learning disability in both reading and math, and 1 child qualified to receive special education services under Other Health Impairment. The remaining 7 students were referred for Reading Recovery intervention with 6 students being discontinued. Based on the Continuum of Writing Development and Writing Behavior Checklists by Dorn and Soffos (2012), the researchers noted a significant change in the studentsā€™ writing progression that moved them from the emergent level to the late early level of writing over the course of the study. The study has been submitted for publication.