Does Phonological Processing Distinguish between Students Who Are More or Less Responsive to Reading Recovery

We investigated the relationship between three potential markers for reading difficulties (phonemic awareness, verbal short-term memory, and rapid automatized naming) and students’ responsiveness to Reading Recovery instruction. At pretest, students’ most prevalent weakness was on phonemic awareness, but more than half were below average on rapid automatized naming. Students who entered Reading Recovery with low scores on phonemic awareness and verbal short-term memory were less likely than those with higher scores to be at grade level in reading by the end of Reading Recovery. Pretest performance on rapid automatized naming did not distinguish between students who were more or less responsive to the intervention. pages 1–25 Literacy Teaching and Learning