Does Success in the Reading Recovery Program Depend on Developing Proficiency in Phonological-Processing Skills? A Longitudinal Study in a Whole Language Instructional Context

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Literacy Learning of At-Risk First-Grade Students in the Reading Recovery Early Intervention (2005, methodology): “Three peer-reviewed publications are most relevant to issues of intervention effectiveness and efficiency: Center, Wheldall, Freeman, Outhred, and McNaught (1995); Iversen and Tunmer (1993); and Chapman, Tunmer, and Prochnow (2001).”
Explicit instruction in phonemic awareness and phonemically based decoding skills as an intervention strategy for struggling readers in whole language classrooms (2008, background): “(i.e., explicit and systematic instruction in phonemic awareness and alphabetic coding skills) directly addressed what previous research in New Zealand and elsewhere has shown are the most important skill deficiencies of struggling readers ( Chapman et al., 2001 ).”
Early intervention in the home for children at risk of reading failure (2003, background): “The effects of many educational interventions such as Reading Recovery are not long lasting (Chapman et al., 2001).”
Is There a Bidirectional Relationship between Children's Reading Skills and Reading Motivation? (2007, methodology): “Chapman et al. (2001), like Wilson et al. (1995), pursued whether use of text-based strategies negatively affect the rate of progress of children’s reading skill acquisition, and negatively affect their competency beliefs as readers.”