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May, Goldsworthy, Armijo, Gray, Sirinides, Blalock, Anderson-Clark, Schiera, Blackman, Gillespie, Sam
December 1, 2014
Reading Recovery is a short-term early intervention designed to help the lowest-achieving readers in first grade reach average levels of classroom performance in literacy. Students identified to receive Reading Recovery meet individually with a specially trained Reading Recovery teacher every school day for 30-minute lessons over a period of 12 to 20 weeks. The purpose of these lessons is to support rapid acceleration of each child’s literacy learning. In 2010, The Ohio State University received a Scaling Up What Works grant from the U.S. Department of Education Investing in Innovation (i3) Fund to expand the use of Reading Recovery across the country. The award was intended to fund the training of 3,675 new Reading Recovery teachers in U.S. schools, thereby expanding service to an additional 88,200 students. This document is the second in a series of three reports based on our external evaluation of the Reading Recovery i3 Scale-Up. This report presents results from the impact and implementation studies conducted over the 2012-2013 school year—the third year of the scale-up effort and the second full year of the evaluation.
Keywords: Education, literacy, intervention, evaluation, OSU
Henry May, Heather Goldsworthy, Michael Armijo, Mike Armijo, Abby Gray, Abigail Gray, Phil Sirinides, Philip Sirinides, Toscha Blalock, Helen Anderson-Clark, A. J.Schiera, Horatio Blackman, Jessica Gillespie, Cecile Sam
