Reading Recovery®
Reading Recovery® is an intervention that provides one-on-one tutoring to students in grade 1 with low literacy achievement. This supplemental program aims to improve student reading and writing skills by providing one-on-one tutoring, tailoring the content of each lesson to each student based on observations and analyses of the student strengths and weaknesses from prior lessons. Trained Reading Recovery® teachers deliver tutoring daily in 30-minute one-on-one sessions over the course of 12 to 20 weeks. Reading Recovery® teachers incorporate instruction in topics such as phonemic awareness, phonics, vocabulary, fluency, comprehension, writing, oral language, and motivation depending on student needs.
Reviewed Research
Systematic Review Protocol for English Language Arts Interventions
|
Outcome domain |
Effectiveness rating |
Studies meeting standards |
Grades examined |
Students |
Improvement index |
|---|---|---|---|---|---|
| Academic achievement |
|
1 study meets standards | -- |
|
|
| General Literacy Achievement |
|
1 study meets standards | -- |
|
|
| General Mathematics Achievement |
|
1 study meets standards | -- |
|
|
| Receptive Communication |
|
1 study meets standards | -- |
|
|
| Writing Conventions |
|
1 study meets standards | -- |
|
|
| Writing productivity |
|
1 study meets standards | -- |
|
Beginning Reading
|
Outcome domain |
Effectiveness rating |
Studies meeting standards |
Grades examined |
Students |
Improvement index |
|---|---|---|---|---|---|
| Alphabetics |
|
2 studies meet standards | 1 | 148 |
|
| Pinnell, Gay Su; And Others. (1988) | 1 | 74 |
|
||
| Schwartz, R. M. (2005) | 1 | 74 |
|
||
| Comprehension |
|
2 studies meet standards | 1 | 145 |
|
| Pinnell, Gay Su; And Others. (1988) | 1 | 71 |
|
||
| Schwartz, R. M. (2005) | 1 | 74 |
|
||
| Reading achievement |
|
3 studies meet standards | 1 | 227 |
|
| Pinnell, Gay Su; And Others. (1988) | 1 | 74 |
|
||
| Pinnell, Gay Su; And Others. (1994) | 1 | 79 |
|
||
| Schwartz, R. M. (2005) | 1 | 74 |
|
||
| Reading Fluency |
|
1 study meets standards | 1 | 74 |
|
| Schwartz, R. M. (2005) | 1 | 74 |
|
English Language Learners
As of December 2009, no studies of Reading Recovery® were found that fell within the scope of the English Language Learners review protocol and met WWC evidence standards. Therefore, the WWC is unable to draw any research based conclusions about the effectiveness or ineffectiveness of Reading Recovery® to improve outcomes in this area.
Related Reviews
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Reading Recovery: Exploring the Effects on First-Graders' Reading Motivation and Achievement
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Evaluation of the i3 scale-up of Reading Recovery year one report, 2011–12.
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Reading Recovery: An evaluation of the four-year i3 scale-up
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The Impacts of Reading Recovery at Scale: Results from the 4-Year i3 External Evaluation
A group of closely related outcomes.
A summary of the effectiveness of an intervention in an outcome domain, based on the quality of research, the statistical significance of findings, the magnitude of findings, and the consistency of findings across studies.
 Positive: strong evidence that intervention had a positive effect on outcomes. |
 Potentially Positive: evidence that intervention had a positive effect on outcomes with no overriding contrary evidence. |
 Mixed: evidence that intervention’s effect on outcomes is inconsistent. |
 No Discernible: no evidence that intervention had an effect on outcomes. |
 Potentially Negative: evidence that intervention had a negative effect on outcomes with no overriding contrary evidence. |
 Negative: strong evidence that intervention had a negative effect on outcomes. |
For more, please see the WWC Glossary entry for rating of effectiveness.
The number of studies that met WWC design standards and provide evidence of effectiveness. Selecting an item below will display all studies that met WWC design studies in the domain. Selecting a study citation will take you to more information on that study and its findings.
For more, please see the WWC Glossary entry for study rating.
Grades of the students examined in the studies that met WWC design standards, which may not reflect the full range of grades for which the intervention may be used.
The number of students included in the studies that met WWC design standards.
The sample size for the studies that met WWC design standards.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
The indicator represents the highest level of similarity found between your students and each of the high-quality studies of the intervention. Three filled in ovals indicates that at least one study that met standards was conducted on students very similar to yours. Clicking on the indicator for a study will provide information on the similarity for each of the characteristics you selected.