A study published in Educational Evaluation and Policy Analysis presents findings from a four-year evaluation of a national scale-up of Reading Recovery – a one-to-one reading intervention for struggling first grade (Year 2) readers. The evaluation included an implementation study and a multisite randomised controlled trial with 6,888 pupils in 1,222 schools in the US.
Philip Sirinides and colleagues compared the achievement of struggling first grade (Year 2) readers following the Reading Recovery programme with business-as-usual literacy teaching. Results were measured using pupils’ scores on the Iowa Test of Basic Skills (ITBS) total reading assessment, as well as the ITBS reading comprehension and reading words subtests.
Results showed a medium to large effect on pupils’ reading over the course of the four years (effect size = +0.37) compared to the control group. The impacts of Reading Recovery on the ITBS total reading scores showed an effect size of +0.37. The effect sizes for ITBS reading comprehension and reading words subtests were +0.38 and +0.35, respectively. Effect sizes tended to be larger in schools where pupils had lower average reading performance overall.
Source: The impacts of Reading Recovery at scale: results from the 4-year i3 external evaluation (March 2018), Educational Evaluation and Policy Analysis