Reading Recovery Support and Literacy Progress Among Struggling Grade 4 Learners
DOI:
https://doi.org/10.5281/zenodo.21398802Keywords:
Grade 4 learners, literacy intervention, literacy progress, reading comprehension, reading recovery, struggling readersAbstract
This study assessed the contribution of reading recovery support to the literacy progress of struggling Grade 4 learners at Lupigue Integrated School. A prospective repeated-measures design was used to track learners’ performance across baseline, midpoint, and endpoint assessments. Reading recovery support was evaluated in terms of decoding instruction, guided oral reading, corrective feedback, vocabulary and comprehension scaffolding, progress monitoring, and home-school reinforcement. Data were analyzed using medians, interquartile ranges, Kendall’s tau-b correlation, and bootstrapped median quantile regression. Results showed consistent improvement in word recognition, oral reading fluency, vocabulary, literal comprehension, inferential comprehension, and overall literacy performance. The overall median literacy score increased from 43 at baseline to 67 at endpoint. The proportion of learners at the frustration level decreased, while more learners advanced to the instructional and independent levels. Reading recovery support was significantly associated with literacy gain. Progress monitoring and instructional adjustment emerged as the strongest predictor of endpoint performance, followed by vocabulary and comprehension scaffolding and guided oral reading. Despite the gains, inferential comprehension and vocabulary remained the weakest areas, and some learners continued to perform at the frustration level. The findings indicate that reading recovery is most effective when instruction is sustained, responsive to assessment results, and matched to specific learner needs. Continued small-group intervention, flexible grouping, explicit comprehension teaching, and closer monitoring are recommended to support further literacy development.
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