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Full list of research publications on Reading Recovery examining effectiveness, continued progress, cost effectiveness, self-esteem and reviews of research.
- Effectiveness
Research into effectiveness assesses whether an intervention works in the field and can be integrated into the existing education system. There is substantial evidence evaluating Reading Recovery’s effectiveness with the lowest-attaining pupils in a wide range of educational contexts. Here are the most recent.
Hurry, J., Fridkin, L. and Holliman, A. J. (2022). Reading intervention at age 6: Long-term effects of Reading Recovery in the UK on qualifications and support at age 16. British Educational Research Journal Vol 48, Issue 1.Gourlay, G., & Harmey, S. (2020). A Reading Recovery Comparison Study: Supporting a New Implementation in Scotland. Journal of Reading Recovery, 20 (1), 59 - 70
Hurry, J. and Fridkin, L. (2018), The impact of Reading Recovery ten years after intervention’, UCL Institute of Education.
D'Agostino, J.V., & Harmey, S.J. (2016), An International Meta- Analysis of Reading Recovery, Journal of Education for Students Placed at Risk (JESPAR), Vol 21, NO.1, 29-46.
Raban, B., (2016), 'Reading Recovery or Not', Australian Literacy Educators' Association.
Consortium for Policy Research in Education (CPRE). (2013, 2014, 2016). Evaluation of the i3 Scale-up of Reading Recovery reports.
May, H., Gray A., Sirinides P., Goldsworthy H., Armijo M., Sam C., Gillespie J.N., Tognatta N. (2015), 'Year One Results From the Multisite Randomized Evaluation of the i3 Scale-Up of Reading Recovery', American Educational Research Journal, 52, (3).
Consortium for Policy Research in Education (2013), 'Evaluation of the i3 Scale-up of Reading Recovery: Year One Report, 2011-12', RR-76.
What Works Clearinghouse Intervention Report: Reading Recovery. (July 2013). United States Department of Education, Institute of Education Sciences.
Schwartz, R.M. Schmitt, M.C. and Lose, M.K. (2012), 'Effects of teacher-student ratio in response to intervention approaches' The Elementary School Journal, 112 (4), 547-567.
Department for Education (2011), 'Evaluation of Every Child a Reader (ECaR)', DFE-RR114.Holliman, A.J., Hurry, J., & Douetil, J. (2010). 'Standardisation of the Observation Survey in England and Wales, UK'. London: Institute of Education, University of London.
What Works Clearinghouse (2008) 'Intervention report: Reading Recovery' U.S. Department of Education, Institute of Education Sciences.
Burroughs-Lange, S. and Douetil, J (2007) 'Literacy progress of young children from poor urban settings: A Reading Recovery comparison study'. Literacy Teaching and Learning, 12 (1), pp 19-46.
Burroughs-Lange, S. and Douetil, J. (2006) Evaluation of Reading Recovery in London Schools Every Child A Reader 2005-2006.pdf University of London: Institute of Education.
North American Trainers Group Research Committee (2006) 'Six Reading Recovery studies: Meeting the criteria for scientifically based research'. Reading Recovery Council of North America: Columbus, OH, USA.
Schwartz, R. M. (2005) 'Literacy learning of at-risk first-grade students in the Reading Recovery early intervention'. Journal of Educational Psychology, 97 (2), 257-267.
Rodgers, E., Gómez-Bellengé, F., Wang, C. and Schulz, M. (2005) Predicting the literacy achievement of struggling readers: Does intervening early make a difference? Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec, Canada.
Schwartz, R. M. (2005). Literacy Learning of At-Risk First-Grade Students in the Reading Recovery Early Intervention. Journal of Educational Psychology, 97(2), 257-267.
D'Agostino, J.V., and Murphy, J.A. (2004) 'A meta-analysis of Reading Recovery in United States schools'. Educational Evaluation and Policy Analysis, 26 (1), 23-38.
Rodgers, E.M., Wang, C. and Gómez-Bellengé, F.X. (2004) 'Closing the literacy achievement gap with early intervention' Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA, USA.
Quay, L. C., Steele, D. C., Johnson, C. I. and Hortman, W. (2001) 'Children's achievement and personal and social development in a first-year Reading Recovery program with teachers in training'. Literacy Teaching and Learning, 5 (2), 7-25.
Schmitt, M. C., (2001) 'The development of children's strategic processing in Reading Recovery'. Reading Psychology, 22 (2), 129-151.
Ashdown, J. and Simic, O. (2000) 'Is early literacy intervention effective for English language learners? Evidence from Reading Recovery'. Literacy Teaching and Learning, 5 (1), 27-42.
Neal, J.C. and Kelly, P.R. (1999) 'The success of Reading Recovery for English language learners and descubriendo la lectura for bilingual students in California'. Literacy Teaching and Learning, 4 (2), 81-108.
Phillips, G. and Smith, P. (1997) 'Closing the gaps: Literacy for the hardest to teach'. New Zealand Council for Educational Research: Wellington, 3, 1-36.
Center, Y., Wheldall, K., Freeman, L., Outhred, L. & McNaught, M. (1995). An Experimental Evaluation of Reading Recovery. Reading Research Quarterly, 30, 240-263.
Pinnell, G. S., Lyons, C. A., DeFord, D. E., Bryk, A. S. and Seltzer, M (1994) 'Comparing instructional models for the literacy education of high-risk first graders'. Reading Research Quarterly, 29 (1), 8-39.
Iversen, S. J. & Tunmer, W.E. (1993). Phonological Processing Skills and the Reading Recovery Program. Journal of Educational Psychology, 80(4), 437-447.
Pinnell, G. S. (1989). Reading Recovery: Helping At-Risk Children Learn to Read. The Elementary School Journal, 90, 161-183.
- Continued progress
The goal of Reading Recovery is that children not only catch up with their peers but sustain those gains, remaining in the average band of literacy attainment. Many research and evaluation studies demonstrate that Reading Recovery students maintain and improve their gains in the years following Reading Recovery.
Hurry, J., Fridkin, L. and Holliman, A. J. (2022). Reading intervention at age 6: Long-term effects of Reading Recovery in the UK on qualifications and support at age 16. British Educational Research Journal Vol 48, Issue 1.Hurry, J. and Fridkin, L. (2018), The impact of Reading Recovery ten years after intervention’, UCL Institute of Education.
Hurry, J. (2012) 'The impact of Reading Recovery five years after intervention'. University of London: Institute of Education.
Hurry, J. and Holliman, A. (2009) 'The impact of Reading Recovery three years after intervention'. University of London: Institute of Education.
Burroughs-Lange, S. (2008) Comparison of Literacy Progress of Young Children in London Schools - a Reading Recovery Follow up Study. University of London: Institute of Education.
Hurry, J. and Sylva, K. (2007) 'Long-term outcomes of early reading intervention'. Journal of Reading Research, 30 (3), 227-248.
Schmitt, M.C. and Gregory, A.E. (2005) 'The Impact of an early literacy intervention: Where are the children now?'. Literacy Teaching and Learning, 10 (1), 1-20.
Briggs, C. and Young, B.K. (2003) 'Does Reading Recovery work in Kansas? A retrospective longitudinal study of sustained effects'. Journal of Reading Recovery, 3 (1), 59-64.
Askew, B.J., Kaye, E., Frasier, D.F., Mobasher, M., Anderson, N. and Rodriguez, Y.G. (2002) 'Making a case for prevention in education'. Literacy Teaching and Learning, 6 (2), 43-73.W. Brown, E. Denton, P. Kelly, & J. Neal. (1999) Reading Recovery Effectiveness: A Five-Year Success Story in San Luis Coastal Unified School District. ERS Spectrum: Journal of School Research and Information, 17(1), 3-12.
Askew, B. J. & D. F. Frasier. (1999). Sustained Effects of Reading Recovery Intervention on the Cognitive Behaviors of Second-Grade Children and the Perceptions of Their Teachers. Literacy, Teaching and Learning: An International Journal of Early Literacy, 4(1), 43-66.
Moore, M. and Wade, B. (1998) 'Reading and comprehension: A longitudinal study of ex-Reading Recovery students'. Educational Studies, 24 (2), 195-203.
Sylva, K. and Hurry, J. (1996). Early Intervention in Children with Reading Difficulties: An Evaluation of Reading Recovery and a Phonological Training. Literacy, Teaching and Learning: An International Journal of Early Literacy, 2(2), 49-73.
Rowe, K. J. (1995) 'Factors affecting children's progress in reading: Key findings from a longitudinal study'. Literacy Teaching and Learning, 1 (2), 57-110.
Askew, B. J. and Frasier, D. F. (1994) 'Sustained effects of Reading Recovery intervention on the cognitive behaviors of second-grade children and the perceptions of their teachers'. Literacy, Teaching and Learning, 1 (1), 87-107.Pinnell, S. G. (1989). Reading Recovery: Helping At-Risk Children Learn to Read. The Elementary School Journal, 90, 161-183.
- Cost-effectiveness
Given the competing demands on education budgets, literacy interventions need to be cost-effective. No analysis has compared the different types of implementation for interventions (for example, small-group instruction with one-to-one instruction). In Reading Recovery, the long-term benefits of literacy achievement may significantly outweigh the short-term cost of instruction and teacher preparation. By intervening early, Reading Recovery reduces later costs in special education, later catch-up programmes, and has lasting effects. The local cost of providing Reading Recovery services for 12 to 20 weeks will be substantially less than the future costs of meeting the needs of large number of pupils who cannot access the curriculum.
Pro Bono Economics (2018), ‘Assessing the impact of the Reading Recovery programme. An economic evaluation’.
Area Education Agency 267 (2017), Reading Recovery Cost Effectiveness.
KPMG Foundation (2013), KPMG Foundation Impact Report.
Schwartz, R.M. Schmitt, M.C. and Lose, M.K. (2012), 'Effects of teacher-student ratio in response to intervention approaches' The Elementary School Journal, 112 (4), 547-567.
Department for Education (2011), 'Evaluation of Every Child a Reader (ECaR)', DFE-RR114.Hummel-Rossi, B & Ashdown, J (2010) 'Cost-effectiveness analysis as a decision tool in selecting and implementing instructional interventions in literacy', Reading Recovery Council of North America: Columbus, OH, USA.
The Long Term Costs of Literacy Difficulties (PDF), 2nd edition. (2009, January). Every Child A Chance Trust.
Gómez-Bellengé, F.X. (2007) '2005-06 national data preview: Measuring the impact of Reading Recovery'. The Journal of Reading Recovery, 6 (2), 53-56.
Ashdowne, J. and Hummel-Rossi, B. (2002) 'What is cost-effectiveness analysis?' The Journal of Reading Recovery, 2 (1), 44-46.
Gómez-Bellengé, F.X. (2002) 'Measuring the cost of Reading Recovery: A practical approach'. The Journal of Reading Recovery, 2 (1), 47-54.
Pinnell. G.S. (1997) 'Reading Recovery: A summary of research'. In Flood, J., Heath, S.B. and Lapp, D. (Eds.), Handbook of research on teaching literacy through the communicative and visual arts (sponsored by the International Reading Association). USA: New York.- Self-esteem
Improving attainment can lead to improved self-esteem. Research suggests that this association is particularly strong for Reading Recovery.
Department for Education (2011), 'Evaluation of Every Child a Reader (ECaR)', DFE-RR114.
Burroughs-Lange, S. and Douetil, J (2007) 'Literacy progress of young children from poor urban settings: A Reading Recovery comparison study'. Literacy Teaching and Learning, 12 (1), pp 19-46.
Burroughs-Lange, S. and Douetil, J. (2006) Evaluation of Reading Recovery in London Schools Every Child A Reader 2005-2006.pdf University of London: Institute of Education.
Hummel-Rossi, B & Ashdown, J (2006) 'An investigation of reciprocal effects: Literacy achievement and self-beliefs in first grade children'. International Journal of Learning, 12 (10), 269-276.
Rumbaugh, W. and Brown, C. (2000) 'The impact of Reading Recovery participation on students' self-concepts'. Reading Psychology, 21 (1), 13-30.
Cohen, S.G., McDonnell, G. and Osborn, B. (1989) 'Self-perceptions of at-risk and high achieving readers: Beyond Reading Recovery achievement data'. In McCormick, S. and Zutell, J. (eds), Cognitive and social perspectives for literacy research and instruction: Thirty-eighth yearbook of the national reading conference. National Reading Conference: Chicago, IL, USA.
- Reviews of research
With more than 30 years of data, Reading Recovery is the world’s most widely researched early literacy intervention. There are many summaries of research studies to date that enable us to identify trends and determine areas for further research.
Reading Recovery Council of North America (2018) The Truth About Reading Recovery. Response to Cook, Rodes, & Lipsitz (2017) from the Reading Recovery Council of North America.
Schwartz, R. M. (2015) Ideology and Early Literacy Evidence: A Response to Chapman & Tunmer (2015). Oakland University.
What Works Clearinghouse (2013) 'Updated intervention report: Reading Recovery'. U.S. Department of Education, Institute of Education Sciences
Promising Practices Network (2013) 'Programs that work: Reading Recovery' RAND Corporation.
Schwartz, R. M., Hobsbaum, A., Briggs, C. and Scull, J. (2009) 'Reading Recovery and evidence-based practice: A response to Reynolds and Wheldall (2007)'. International Journal of Disability, Development and Education, 56 (1), 5-15.
What Works Clearinghouse (2008) 'Intervention report: Reading Recovery'. U.S. Department of Education, Institute of Education Sciences.
Florida Center for Reading Research (2008) 'Florida Center for Reading Research: Reading Recovery'. Florida State University.
Allington, R. (2005) 'How much evidence is enough evidence?'. Journal of Reading Recovery, 4 (2), 8-11.
Reading Recovery Council of North America (RRCNA) (2002) 'What evidence says about Reading Recovery'. Report in response to internet letter distributed to members of Congress in Spring 2002.
Pinnell. G. S., (1997). Reading Recovery: A Review of Research. In J. Squire, J. Flood, & D. Lapp (Eds.), Handbook of Research on Teaching Literacy Through the Communication and Visual Arts (pp. 638-654). New York: Macmillan Library Reference USA. (A project of the International Reading Association).Herman, R. and Stringfield, S. (1997) 'Ten promising programs for educating all children: Evidence of impact'. Educational Research Service: Arlington, VA, USA.
Shanahan, T. and Barr, R. (1995) 'Reading Recovery: An independent evaluation of the effects of an early instructional intervention for at-risk learners.' Reading Research Quarterly, 30 (4), 958-996.Shanahan, T. & Barr, R., (1995). A Synthesis of Research on Reading Recovery. Reading Research Quarterly, 30, 958-996.
Wasik B. A. & Slavin, R. E., (1993). Preventing Early Reading Failure With One-To-One Tutoring: A Review of Five Programs. Reading Research Quarterly, 28, 179-200.