A Consortium for Policy Research in Education (CPRE) five-year evaluation of the Reading Recovery programme reports “significant positive impacts” in its second year.
Reading Recovery aims to help raise literacy standards among the lowest-achieving first graders (equivalent to Year 1). Students who receive Reading Recovery meet individually for 30 minutes with a trained Reading Recovery teacher every school day for 12 to 20 weeks.
The evaluation covered a period when the programme in the US increased in size with 2,079 new teachers recruited and trained, an additional 23,720 students experienced one-to-one lessons with a trained teacher in the programme, and an additional 113,976 students received classroom or small-group instruction.
Key findings from the study included:
• Students in the Reading Recovery programme outperformed those in the control group in all subscales of the Iowa Tests of Basic Skills (ITBS) by 14 to 16 percentile points.
• Large effect sizes of 0.42 standard deviations compared with other children eligible for Reading Recovery and 0.33 standard deviations compared with the national population of first graders.
• Students in Reading Recovery exceeded expected improvement by an equivalent of an additional 1.4 months compared with the ITBS test’s national norming sample – a large effect in the context of studies on teaching interventions.
Source:Evaluation of the i3 scale-up of Reading Recovery: year two report, 2012-13 (2015), Consortium for Policy Research in Education