Reading Recovery Europe.

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.