Abstract of

Theory and Research Into Practice
Building on Theoretical Principles Gleaned From Reading Recovery to Inform Classroom Practice

Beverly E. Cox, Purdue University

Carol J. Hopkins, Purdue University

The authors, both of whom are outside the network of scholars and practitioners typically associated with Reading Recovery, describe the instructional and teacher professional development components of the program and review related research. They then explore the theory and instructional assumptions on which RR is based, positing that both have implications for effective classroom instruction. In fact, they argue that the theory and assumptions of RR can be considered as core to good literacy instruction for all children.

Abstract from Cox, B.E., & Hopkins, C.J. (2006, April/May/June). Building on Theoretical Principles Gleaned From Reading Recovery to Inform Classroom Practice. Reading Research Quarterly, 41(2), 254–267. doi: 10.1598/RRQ.41.2.5