Date of Award


Document Type


Degree Name

Doctor of Philosophy (PhD)

Committee Member

Dr. Celeste Bates, Co-Chair

Committee Member

Dr. Linda Gambrell, Co-Chair

Committee Member

Dr. David Barrett

Committee Member

Dr. Barbara Speziale


The purpose of this study was to conduct a statewide survey of Reading Recovery teachers (n=150) to gain insight on how they value and use lesson records. Specifically, this study addressed four questions:

  • What do teachers report as most useful and least useful when completing daily lesson records?

  • What do teachers report as most valuable and least valuable when completing daily lesson records?

  • Do teachers report that their use of lesson records changes over the beginning, middle, and end of a lesson series?

  • Do teachers report the use of lesson records varies depending on Reading Recovery teachers’ discontinuing rate and years of experience?

The analyses of data include descriptive statistics, chi-square tests, and ANOVA. Results indicate that 80% of teachers write on their lesson record after the lesson is over, and 47.5% of those teachers write in the comments on any part of the lesson section. Chi-square analyses suggested more experienced teachers are more likely to write in a reading section of the lesson record over other sections after the lesson is over. Findings also showed that 40.7% of Reading Recovery teachers shared their lesson records. This study expands understanding of how Reading Recovery teachers use and value their lesson records. It also lays the groundwork for further research on how teachers use the comments on any part of the lesson section.



To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.