Reading Instructional Models : Review of Reading Recovery and Success for All

Abstract

Many children who drop out of school come from less privileged families in the US. Compared to middle-class children, they have far fewer stimulating literacy experiences at home and thus find it harder to learn to read at school. Poorer reading ability is a critical factor in their dropping out of school. Many instructional models have been developed to address their low reading achievement in elementary school. In this paper I review two instructional models, Reading Recovery and Success for All, which are used in schools in the US: I then discuss how they help teachers support their at-risk students.