Reading Recoveryi
Reading Recovery is a highly effective short-term school-based intervention of one-toone tutoring for the lowest literacy achievers in Grade 1. The goal is to dramatically
reduce the number of first graders who have extreme difficulty learning to read and write
and reduce the cost of these learners to education and society. Emphasis is on prevention
of literacy failure, thus providing educational opportunity and access to the collected
knowledge and creativity of our culture.
Developed by New Zealand psychologist Marie Clay and tested in research projects
beginning in the late 1970s, the design of Reading Recovery is consistent with a large
body of research on how children learn to read and write. Reading Recovery now
operates internationally and is also available in Spanish in the United States and in
French in Canada.
Reading Recovery supplements classroom teaching. Individual students receive daily
half-hour lessons for 12 to 20 weeks with a specially trained teacher. About 75% meet
grade-level expectations and demonstrate that they can continue to learn in their
classrooms. Reading Recovery’s results are rooted in its yearlong teacher training and
ongoing professional development.
Reliance on Professional Literature and Applied Practice
Marie Clay relied on research in many related fields of literacy learning. Patterns of
change (theoretical and procedural) are evident in the evolving editions of Reading
Recovery’s central document for teachers. Ongoing research by Clay and others offer
theoretical and practical support for the intervention. Reported outcomes for every child
served validate the applied practice of the intervention.
Innovation
The USDE selected Reading Recovery for funding under their Investing in Innovation
(i3) program. The i3 scale-up grants are only awarded to innovations “with the strongest
evidence and track record of success.”
Reading Recovery has brought many innovations to literacy education:
 prevention rather than remediation
 exemplary professional development model
 accelerated learning for the lowest achievers
 teaching and learning through reading books and writing messages
 system for leveling text complexity
 accountability model
 model for scaling up
 network of support
Reading Recovery Essay -- 1
Replicability
Transported from New Zealand, Reading Recovery has been replicated in thousands of
education systems across Australia, the United States, Canada, and the United Kingdom.
Summary data are reported annually in the United States by the International Data
Evaluation Center (IDEC).
Reading Recovery has a process for fidelity of implementation that ensures replicability
and scalability:
 published set of standards and guidelines
 royalty-free trademark license
 intensive year-long university-based training, ongoing professional development,
and university oversight
 annual evaluation of outcomes for every child
Sustainability
Reading Recovery has grown internationally since its beginning in New Zealand.
Introduced in the United States in 1984 at The Ohio State University, Reading Recovery
has served more than two million first graders. Although sometimes limited due to budget
constraints, Reading Recovery continues to serve children (53,170 in 2011-2012).
Measurement Methods
An Observation Survey of Early Literacy Achievement (Clay, 2005) is used as a pre- and
post-test assessment for Reading Recovery students and for a comparison group (random
sample of class peers). The six tasks, developed in research studies with established
reliability and validity, identify children at risk for literacy failure. Additional outcome
data for every child and implementation process data are submitted on the secure IDEC
website.
Measureable Impact
Reading Recovery has been examined by experimental and quasi-experimental studies,
evaluation studies, research reviews, and meta-analyses. The USDE’s What Works
Clearinghouse (WWC) established that Reading Recovery is an effective intervention
based on scientific research. A federal i3 scale-up grant was awarded to Reading
Recovery because this evidence showed a substantial effect on improving student
achievement.
WWC findings are supported by almost 30 years of evaluation data. Approximately 75%
of the lowest-performing students with a full intervention reach grade-level expectations.
For students still having some difficulty (about 25%), recommendations for future
support are also a positive outcome for children.
Reading Recovery Essay -- 2
Reading Recovery’s compelling research base also demonstrates effectiveness in
reducing achievement gaps for low SES students, racial minorities, and English language
learners; improving self-esteem; and promoting phonological awareness.
Reading Recovery's wider impact includes:





early identification of difficulties and early intervention
assessment appropriate for beginning literacy learners
theoretical influences on teaching and learning
differentiated instruction through one-to-one teaching
organized system for change
Reading Recovery professionals and partners strive to open doors to a literate future for
children who initially struggle in learning to read and write. Only then can these children
access the collective knowledge and creativity of our culture.
i URLs embedded in document links
Reading Recovery
http://readingrecovery.org/reading-recovery/teaching-children/basic-facts
Reduce the cost
http://readingrecovery.org/images/pdfs/Reading_Recovery/Research_and_Evaluation/long_term_costs_of_literacy_difficulties_2nd_e
dition_2009.pdf
Marie Clay
http://readingrecovery.org/reading-recovery/teaching-children/marie-clay
How children learn to read and write
http://readingrecovery.org/reading-recovery/teaching-children/early-literacy-learning
Internationally
http://readingrecovery.org/reading-recovery/training/international-connections
Spanish
http://readingrecovery.org/reading-recovery/teaching-children/descubriendo-la-lectura
French
http://readingrecovery.org/reading-recovery/training/canadian-network
Daily half-hour lessons
http://readingrecovery.org/reading-recovery/teaching-children/lessons
Specially trained teacher
http://readingrecovery.org/reading-recovery/training/for-teachers
75% meet grade-level expectations
http://readingrecovery.org/reading-recovery/training/for-teachers
Ongoing professional development
http://readingrecovery.org/reading-recovery/training/ongoing-training
Marie clay relied on research
http://readingrecovery.org/reading-recovery/teaching-children/marie-clay/jrr-tribute-to-marie-clay
Reported outcomes for every child
https://www.idecweb.us/
Investing in Innovation
Reading Recovery Essay -- 3
http://www.i3.readingrecovery.info/
I3 scale up grants
http://readingrecovery.org/reading-recovery/implementation/funding/i3-scale-up-grant-funding
Prevention rather than remediation
http://readingrecovery.org/images/pdfs/Membership/Futures_Chapter_11.pdf
Exemplary professional development model
http://readingrecovery.org/reading-recovery/training
Accelerated learning for the lowest achievers
https://readingrecovery.org/images/pdfs/Journals/JRR/Vol2_No1_Fall-2002/JRR_2.1-Jones.pdf
Accountability model
http://readingrecovery.org/reading-recovery/research
Network of support
http://readingrecovery.org/reading-recovery/training/training-centers
Replicated in thousands of education systems
http://readingrecovery.org/images/pdfs/Journals/JRR/Vol7_No1_Fall-2007/JRR_7.1-Clay.pdf
Summary data are reported annually
https://www.idecweb.us/Documentation.asp
Published set of standards & guidelines
http://readingrecovery.org/reading-recovery/implementation/standards-a-guidelines
Royalty free trademark license
http://readingrecovery.org/rrcna/about-rrcna/logo-requests
Intensive year-long university-based training, ongoing professional development and university oversight
http://readingrecovery.org/reading-recovery/training
Annual evaluation of outcomes for every child
https://www.idecweb.us/
Has grown internationally
http://readingrecovery.org/reading-recovery/training/international-connections
Continues to serve children
https://www.idecweb.us/WebDocs/DocumentationTree/Evaluation%20Reports/20112012%20Reading%20Recovery%20National%20Statistical%20Abstract%20for%20the%20United%20States.pdf
An Observation Survey of Early Literacy Achievement
http://readingrecovery.org/reading-recovery/teaching-children/observation-survey
Identify children at risk
http://www.rti4success.org/screeningTools
Additional outcome data for every child
https://www.idecweb.us/Documentation.asp
What Works Clearinghouse
http://ies.ed.gov/ncee/wwc/interventionreport.aspx?sid=420
A federal i3 scale-up grant
http://www2.ed.gov/programs/innovation/2010/awards/scale-up/oh.html
30 years of evaluation data
http://readingrecovery.org/reading-recovery/research/data-evaluation-idec
Positive outcome
http://readingrecovery.org/reading-recovery/research/measuring-outcomes
Reading Recovery’s compelling research base
http://readingrecovery.org/reading-recovery/research
Early identification of difficulties and early intervention
http://readingrecovery.org/images/pdfs/Journals/JRR/Vol10_No1_Fall-2010/JRR_10.1_Vellutino.pdf
Reading Recovery Essay -- 4
Assessment appropriate for beginning literacy learners
http://readingrecovery.org/reading-recovery/teaching-children/observation-survey
Theoretical influences on teaching and learning
http://readingrecovery.org/reading-recovery/teaching-children/early-literacy-learning
Differentiated instruction through one-to-one teaching
http://readingrecovery.org/images/pdfs/Journals/JRR/Vol4_No1_Fall-2004/JRR_4.1-Askew_Simpson.pdf
Organized system for change
http://readingrecovery.org/images/pdfs/Journals/JRR/Vol7_No1_Fall-2007/JRR_7.1-Wilson-Barsky.pdf
Reading Recovery Essay -- 5