Interactions between school systems and reading Recovery programmes – evidence from Northern Ireland

References

• Beveridge , M. 1997 . “ Educational implementation and teaching ” . In Piaget, Vygotsky and beyond: future issues for developmental psychology and education , Edited by: Smith , L. , Dockrell , J. and Tomlinson , P. 21 – 35 . London : Routledge .
   Google Scholar
• Brooks , G. 2002 . “ What works for children with literacy difficulties? The effectiveness of intervention schemes, Research Report No. 380, Department for Education and Skills ” . Norwich : HMSO .
   Google Scholar
• Center , Y. , Wheldall , K. , Freeman , L. and Outhred , L. 1995 . An experimental evaluation of Reading Recovery . Reading Research Quarterly , 30 : 240 – 263 .
   Web of Science ®Google Scholar
• Clay , M. 1987 . Implementing Reading Recovery: systemic adaptations to an education innovation . New Zealand Journal of Educational Studies , 22 : 35 – 58 .
   Web of Science ®Google Scholar
• Clay , M. 1993 . Reading Recovery. A guidebook for teachers in training , Auckland, NZ : Heinemann Education .
   Google Scholar
• Clay , M. April 2002 . “ The management of Reading Recovery in Northern Ireland: evaluation report ” . In Reading Recovery National Network meeting , April , London : Institute of Education . Response to P. Munn & S. Ellis
   Google Scholar
• Coburn , C. 2001 . Collective sensemaking about reading: how teachers mediate reading policy in their professional communities . Educational Evaluation and Policy Analysis , 23 ( 2 ) : 45 – 70 .
   Google Scholar
• Coburn , C. 2003 . Rethinking scale: moving beyond numbers to deep and lasting change . Educational Researcher , 32 ( 6 ) : 3 – 12 .
   Google Scholar
• Collins , J. and Stevens , L. 1997 . Does Reading Recovery work? . American School Board Journal , 184 ( 6 ) : 38 – 39 .
   Google Scholar
• Datnow , A. , Hubbard , L. and Mehan , H. 2002 . Extending educational reform: from one school to many , London : RoutledgeFalmer .
   Google Scholar
• Dyer , P. 1992 . Reading Recovery: a cost-effectiveness and educational outcomes analysis . Spectrum , 10 ( 1 ) : 10 – 19 .
   Google Scholar
• Gardner , J. , Sutherland , A. and Meenan-Strain , C. 1998 . Reading Recovery in Northern Ireland: the first two years , Belfast : The Blackstaff Press .
   Google Scholar
• Glynn , T. , Crooks , T. , Bethune , N. , Ballard , K. and Smith , J. 1992 . Reading Recovery in context: implementation and outcome . Educational Psychology , 12 ( 3–4 ) : 249 – 261 .
   Google Scholar
• Iversen , J. A. and Tunmer , W. E. 1993 . Phonological processing skills and the Reading Recovery programme . Journal of Educational Psychology , 85 ( 1 ) : 112 – 116 .
   Web of Science ®Google Scholar
• Munn , P. and Ellis , S. 2001 . Report on the longitudinal evaluation of Reading Recovery in Northern Ireland , Belfast : Department of Education for Northern Ireland .
   Google Scholar
• Openshaw , R. , Soler , J. , Wearmouth , J. and Paige-Smith , A. 2002 . The socio-political context of the development of Reading Recovery in New Zealand and England . The Curriculum Journal , 13 ( 21 ) : 25 – 41 .
   Google Scholar
• Pinnell , G. S. , Short , K. , Lyons , C. A. and Young , P. 1986 . Ohio's Reading Recovery programme, vol.3, year 1 , Columbus : Ohio State University .
   Google Scholar
• Pinnell , G. S. , Lyons , C. and Deford , D. E. 1994 . Comparing instructional models for the literacy education of high-risk first-graders . Reading Research Quarterly , 29 ( 1 ) : 8 – 39 .
   Web of Science ®Google Scholar
• Robinson , V. 1989 . Some limitations of systemic adaptation: the implementation of Reading Recovery . New Zealand Journal of Educational Studies , 24 ( 1 ) : 35 – 45 .
   Google Scholar
• Shanahan , T. and Barr , R. 1995 . Reading Recovery: an independent evaluation of the effects of an early instructional intervention for at-risk learners . Reading Research Quarterly , 30 ( 4 ) : 958 – 995 .
   Web of Science ®Google Scholar
• Shayer , M. 1997 . “ Piaget and Vygotsky: a necessary marriage for effective educational intervention ” . In Piaget, Vygotsky and beyond: future issues for developmental psychology and education , Edited by: Smith , L. , Dockrell , J. and Tomlinson , P. 36 – 53 . London : Routledge .
   Google Scholar
• Shayer , M. and Adey , P. 2002 . “ Cognitive Acceleration comes of age ” . In Learning intelligence: Cognitive Acceleration across the curriculum from 5 to 15 years , Edited by: Shayer , M. and Adey , P. Maidenhead : Open University Press .
   Google Scholar
• Snow , C. E. , Burns , M. S. and Griffin , P. , eds. 1998 . “ Committee on the Prevention of Reading Difficulties in Young Children, Commission on Behavioural and Social Sciences and Education ” . In Preventing reading difficulties in young children , London : National Research Council .
   Google Scholar
• Stephens , D. , Gaffery , J. , Weinzien , J. , Shelton , J. and Clarke , C. 1991 . Five teachers teaching: beliefs and practices of Reading Recovery teachers in training , Urbana-Champaign II : Centre for the Study of Reading .
   Google Scholar
• Sylva , K. and Hurry , J. 1995 . The effectiveness of Reading Recovery and phonological training for children with reading problems , London : Schools Curriculum and Assessment Authority .
   Google Scholar
• Yin , R. K. 1984 . Case-study research: design and methods , Beverly Hills, CA : Sage .
   Google Scholar