Reading Recovery Europe.

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.