The CPRE/CRESP evaluation revealed that students who participated in Reading Recovery significantly outperformed students in the control group on measures of overall reading, reading comprehension, and decoding. These effects were similarly large for English language learners and students attending rural schools, which were the student subgroups of priority interest for the i3 scale-up grant program.
The study included an in-depth analysis of program implementation. Key findings focus on the contextual factors of the school and teachers that support the program’s success and the components of instructional strength in Reading Recovery.
Download PDF: Reading Recover Evaluation Report
Citation: H. May, P. Sirinides, A. Gray, & Goldsworthy, H. (2016) Reading Recovery: An Evaluation of the Four-Year i3 Scale-Up. Philadelphia, PA: Consortium for Policy Research in Education (CPRE); Newark, DE: Center for Research in Education and Social Policy (CRESP).