Effectiveness
Effectiveness studies assess whether an intervention works in the field and can be integrated into existing systems
Substantial evidence documents Reading Recovery’s success with the lowest-performing first-grade students in a wide range of educational settings
Resources
International Data Evaluation Center
Evaluation of the i3 Scale-up of Reading Recovery reports. (2013, 2014, 2016). Consortium for Policy Research in Education (CPRE).
What Works Clearinghouse Intervention Report: Reading Recovery. (July 2013). United States Department of Education, Institute of Education Sciences.
Literacy Learning of At-Risk First-Grade Students in the Reading Recovery Early Intervention. R. M. Schwartz (2005). Journal of Educational Psychology, 97(2), 257-267.
Comparing Instructional Models for the Literacy Education of High Risk First Graders. G. S. Pinnell, C. A. Lyons, D. E. DeFord, A. Bryk, & N. Seltzer. (1994). Reading Research Quarterly, 29, 8-39.
Reading Recovery: Helping At-Risk Children Learn to Read. G. S. Pinnell. (1989). The Elementary School Journal, 90, 161-183.
Phonological Processing Skills and the Reading Recovery Program. S. J. Iversen & W. E. Tunmer. (1993). Journal of Educational Psychology, 80(4), 437-447.
An Experimental Evaluation of Reading Recovery. Y. Center, K. Wheldall, L. Freeman, L. Outhred, & M. McNaught. (1995). Reading Research Quarterly, 30, 240-263.
A Meta-Analysis of Reading Recovery in United States Schools. J. V. D’Agostino & J. A. Murphy (2004). Educational Evaluation and Policy Analysis, 26(1), 23-38.
Children’s Achievement and Personal and Social Development in a First-Year Reading Recovery Program With Teachers in Training. L. C. Quay, D. C. Steele, C. I. Johnson, & W. Hortman. (2001). Literacy Teaching and Learning: An International Journal of Early Reading and Writing, 5(2), 7-25.
Investing Equity Funding in Early Literacy. P. Batten (2004, Winter). ERS Spectrum, 22(1), 44-45.
Closing the Literacy Achievement Gap with Early Intervention. E. M. Rodgers, C. Wang, & F. X. Gómez-Bellengé. (2004, April). Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
Predicting the Literacy Achievement of Struggling Readers: Does Intervening Early Make a Difference? E. M. Rodgers, F. X. Gómez-Bellengé, C. Wang, & M. M. Schultz. (2005, April). Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec, Canada.
Descubriendo la Lectura: An Early Intervention Literacy Program in Spanish. K. Escamillla (1994). Literacy, Teaching and Learning: An International Journal of Early Literacy, 1(1), 57-70.
The Success of Reading Recovery for English Language Learners and Descubriendo la Lectura for Bilingual Students in California. J. C. Neal & P. R. Kelly. (1999). Literacy Teaching and Learning: An International Journal of Early Reading and Writing, 4(2), 81-108.
Is Early Literacy Intervention Effective for English Language Learners? Evidence from Reading Recovery. J. Ashdown & O. Simic. (2000). Literacy Teaching and Learning: An International Journal of Early Reading and Writing, 5(1), 27-42.
Learner Outcomes for English Language Learner Low Readers in an Early Intervention. P. R. Kelly, F. X. Gómez-Bellengé, J. Chen, & M. M. Schultz. (2008). TESOL Quarterly, 42(2), 235-260.
The Impact of Reading Recovery Participation on Students’ Self-Concepts. W. Rumbaugh & C. Brown. (2000). Reading Psychology, 21, 13-30.
Self-Perceptions of At-Risk and High Achieving Readers: Beyond Reading Recovery Achievement Data. S.G. Cohen, G. McDonnell & B. Osborn. (1989). In S. McCormick & J. Zutell (Eds.), Cognitive and Social Perspectives for Literacy Research and Instruction: Thirty-Eighth Yearbook of the National Reading Conference (pp. 117-122). Chicago: National Reading Conference.
Effects of Teacher-Student Ratio in Response to Intervention Approaches. R. M. Schwartz, M. C. Schmitt, & M. K. Lose. (2012). The Elementary School Journal, 112(4), 547-567.
Comparing Instructional Models for the Literacy Education of High Risk First Graders. G. S. Pinnell, C. A. Lyons, D. E. DeFord, A. Bryk, & N. Seltzer. (1994). Reading Research Quarterly, 29, 8-39.
THE JOURNAL OF READING RECOVERY
Spring 2024
Constructing a More Complex Neural Network for Working on Written Language That Learns to Extend Itself by Carol A. Lyons
Reading Recovery IS the Science(s) of Reading and the Art of Teaching by Debra Semm Rich
Predictions of Progress: Charting, Adjusting, and Shaping Individual Lessons by Janice Van Dyke and Melissa Wilde
Teachers Designing for Context: Using Integrity Principles to Design Early Literacy Support in Aotearoa New Zealand by Rebecca Jesson, Judy Aitken, and Yu Liu