Continued Progress

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Reading Recovery > Research & Evaluation > Continued Progress

Many research and evaluation studies demonstrate that Reading Recovery students maintain and improve their gains in later grades. Studies listed have used widely accepted standardized measures or state assessment measures, or both.

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Continued Progress Research

Factors Affecting Students' Progress in Reading: Key Findings From a Longitudinal Study. K. J. Rowe. (1995). Literacy Teaching and Learning: An International Journal of Early Literacy, 1(2), 57-110.

Reading Recovery Effectiveness: A Five-Year Success Story in San Luis Coastal Unified School District. W. Brown, E. Denton, P. Kelly, & J. Neal. (1999). ERS Spectrum: Journal of School Research and Information, 17(1), 3-12.

The Impact of an Early Literacy Intervention: Where Are the Children Now? M. C. Schmitt & A. E. Gregory. (2005). Literacy Teaching and Learning: An International Journal of Early Literacy, 10(1), 1-20.

Reading Recovery: Helping At-Risk Children Learn to Read. G. S. Pinnell. (1989). The Elementary School Journal, 90, 161-183.

Does Reading Recovery Work in Kansas? A Retrospective Longitudinal Study of Sustained Effects. C. Briggs & B. Young. (2003). The Journal of Reading Recovery, 3(1), 59-64.

Making a Case for Prevention in Education. B. J. Askew, E. Kaye, D. F. Frasier, M. Mobasher, N. Anderson, & Y. Rodriguez. (2002). Literacy Teaching and Learning: An International Journal of Early Literacy, 6(2), 43-73.

Sustained Effects of Reading Recovery Intervention on the Cognitive Behaviors of Second-Grade Children and the Perceptions of Their Teachers. B. J. Askew & D. F. Frasier. (1999). Literacy, Teaching and Learning: An International Journal of Early Literacy, 4(1), 43-66.

Early Intervention in Children with Reading Difficulties: An Evaluation of Reading Recovery and a Phonological Training. K. Sylva and J. Hurry (1996). Literacy, Teaching and Learning: An International Journal of Early Literacy, 2(2), 49-73.