Welcome to Parsimony’s blog, where we help K-12 educators identify evidence based ways to maximize student outcomes.
This blog post is part of our What Works Clearinghouse review series. The What Works Clearinghouse (WWC) is an initiative by the Institute of Education Sciences (IES) which is the independent statistics, research, and evaluation arm of the United States Department of Education. WWC estimates the effectiveness of programs by evaluating the quality and quantity of evidence for that program.
This week’s blog post is about the evidence behind Reading Recovery® 's impact on students. Here’s the short version:
Reading Recovery® is a short-term tutoring intervention that provides one-on-one tutoring to first-grade students who are struggling in reading and writing. Reading Recovery® supplements classroom teaching with tutoring sessions, generally conducted as pull-out sessions during the school day. Tutoring is delivered by trained Reading Recovery teachers in daily 30-minute sessions over the course of 12–20 weeks.
The evidence for Reading Recovery® covers students in 1st grade.
The outcomes examined include: alphabetics, comprehension, reading achievement, reading influency. Here’s what the evidence suggests about Reading Recovery® 's impact on each outcome:
- Alphabetics: Positive impact (an average student would be expected to improve by 21 percentile points)
- Comprehension: Positive impact (an average student would be expected to improve by 14 percentile points)
- Reading achievement: Positive impact (an average student would be expected to improve by 27 percentile points)
- Reading influency: Positive impact (an average student would be expected to improve by 46 percentile points)
The studies looking into Reading Recovery® had student samples that were in urban, suburban, and rural areas in Ohio, had students who were White, Black, Asian and Hispanic, were male and female, and received free & reduced price lunch.
You can find the full report from the What Works Clearinghouse here:
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