WWC Summary of Evidence for this Intervention
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.
June 2023
Outcome
domain
|
Effectiveness
rating
|
Studies meeting standards
|
Grades
examined
|
Students
|
Improvement
index
|
|
Academic achievement
|
|
1 study meets standards
|
K |
271
|
|
|
|
Burroughs-Lange, Sue; Douetil, Julia. (2007)
|
K |
271 |
|
|
General Literacy Achievement
|
|
1 study meets standards
|
1 |
6,888
|
|
|
|
May, Henry; Gray, Abigail; Sirinides, Philip; Goldsworthy, Heather; Armijo, Michael; Sam, Cecile; Gillespie, Jessica N.; Tognatta, Namrata. (2015)
|
1 |
6,888 |
|
|
General Mathematics Achievement
|
|
1 study meets standards
|
K |
241
|
|
|
|
Burroughs-Lange, Sue; Douetil, Julia. (2007)
|
K |
241 |
|
|
Receptive Communication
|
|
1 study meets standards
|
K |
234
|
|
|
|
Burroughs-Lange, Sue; Douetil, Julia. (2007)
|
K |
234 |
|
|
Writing Conventions
|
|
1 study meets standards
|
K |
241
|
|
|
|
Burroughs-Lange, Sue; Douetil, Julia. (2007)
|
K |
241 |
|
|
Writing productivity
|
|
1 study meets standards
|
K |
234
|
|
|
|
Burroughs-Lange, Sue; Douetil, Julia. (2007)
|
K |
234 |
|
July 2013
As of July 2013, no studies of Reading Recovery® were found that fell within the
scope of the Beginning Reading 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.
December 2009
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.
A group of closely related outcomes.
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.
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