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Reading Recovery® is a short-term tutoring intervention intended to serve the lowest-achieving (bottom 20%) first-grade students. The goals of Reading Recovery® are to promote literacy skills, reduce the number of first-grade students who are struggling to read, and prevent long-term reading difficulties. Reading Recovery®supplements classroom teaching with one-to-one tutoring sessions, generally conducted as pull-out sessions during the school day. Tutoring, which is conducted by trained Reading Recovery® teachers, takes place daily for 30 minutes over 12–20 weeks.
Four studies of Reading Recovery® meet What Works Clearinghouse (WWC) evidence standards, and one study meets WWC evidence standards with reservations. The five studies included approximately 700 first-grade students in more than 46 schools across the United States.3
Based on these five studies, the WWC considers the extent of evidence for Reading Recovery® to be medium to large for alphabetics, small for fluency and comprehension, and medium to large for general reading achievement.
Reading Recovery® was found to have positive effects on alphabetics and general reading achievement and potentially positive effects on fluency and comprehension.
| Alphabetics | Fluency | Comprehension | General reading achievement | |
|---|---|---|---|---|
| Rating of effectiveness | Positive effects | Potentially positive effects | Potentially positive effects | Positive effects |
| Improvement index4 | Average: +34 percentile points Range: –10 to +50 percentile points |
Average: +46 percentile points Range: +32 to +49 percentile points |
Average: +14 percentile points Range: +6 to +21 percentile points |
Average: +32 percentile points Range: –-5 to +50 percentile points |
|Institute of Education Sciences
