Reading Recovery (RR) 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 (RR) 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’s Investing in Innovation (i3) Fund to expand the use of Reading Recovery across the country. The award was intended to fund the scale-up of Reading Recovery by training 3,675 new RR Teachers in U.S. schools, thereby expanding capacity to allow service to an additional 88,200 students. This document is the first in a series of three annual reports produced based on our external evaluation of the Reading Recovery i3 Scale-Up. This report presents early results from the experimental impact and implementation studies conducted over the 2010-11 and 2011-12 school years.
Keywords: Education, literacy, teaching, OSU
Henry May, Abigail Gray, Jessica N. Gillespie, Philip Sirinides, Cecile Sam, Heather Goldsworthy, Michael Armijo, Namrata Tognatta, Phil Sirinides, Mike Armijo