A comparison study of Quick60 and reading recovery instruction : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology at Massey University, Albany, New Zealand
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Date
2016
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Massey University
Abstract
New Zealand has a national system of early reading intervention called Reading
Recovery. This intervention is available to children after a year at school if they are seriously
underachieving in reading. There has, however, been concern that the intervention has not
achieved its aim of bringing underachieving readers up to class average. Results of
international literacy surveys consistently indicate a wide gap between the best and poorest
readers. Some critics have argued that a key reason for the gap is a lack of focus on the explicit
teaching of phonologically-based skills in Reading Recovery and that other interventions could
be more effective. One intervention that has been suggested is Quick60, a New Zealand
developed literacy intervention for underachieving children that is taught in small groups and
emphasises the teaching of phonologically-based skills. One aim of the present study was to
assess the efficacy of Quick60 relative to Reading Recovery. A second aim was to consider
whether Quick60 could be of equal efficacy but more cost-effective than Reading Recovery
which is taught on an individual basis and is whole language in approach. The comparison
study of Quick60 and Reading Recovery took place in two schools and involved 30 children.
Children were assessed on a number of language and literacy measures before and after 13
weeks of instruction. The results of the study indicated that both the Quick60 and Reading
Recovery children made gains but no more than did the control group.
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Keywords
Reading, Remedial teaching, Reading (Elementary), Quick60, Reading Recovery, Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education::Subject didactics