Reading Recovery
Overview
- Influence: Reading Recovery
- Domain: Curricula
- Sub-Domain: Reading, writing and the arts
- Potential to Accelerate Student Achievement: Potential to accelerate
- Influence Definition: A literacy intervention developed from research by New Zealand educator Marie Clay in the 1960s and 1970s. The program works by identifying first-grade students who struggle with reading and then providing them with targeted, individualized interventions through a whole language approach across 12–20 weeks with individual, daily lessons.
Evidence
- Number of meta-analyses: 3
- Number of studies: 68
- Number of students: 5,685
- Number of effects: 1,496
- Weighted mean effect size: 0.47
- Robustness index: 3
Meta-Analyses
| Journal Title | Author | First Author's Country | Article Name | Year Published | Variable | Number of Studies | Number of Students | Number of Effects | Effect Size |
|---|---|---|---|---|---|---|---|---|---|
| Journal of Educational Psychology | Elbaum, Vaughn, Hughes & Moody | USA | How effective are one-to-one tutoring programs in reading for elementary students at risk for reading failure? A meta-analysis of the intervention research | 2000 | Reading recovery programs | 16 | 0 | 16 | 0.66 |
| Educational Evaluation and Policy Analysis | D'Agostino & Murphy | USA | A meta-analysis of Reading Recovery in United States schools | 2004 | Reading recovery programs | 36 | 5,685 | 1,379 | 0.34 |
| Journal of Education for Students Placed at Risk | D'Agostino & Harmey | USA | An international meta-analysis of Reading Recovery | 2016 | Reading recovery programs | 16 | 0 | 101 | 0.59 |
| TOTAL/AVERAGE | 68 | 5,685 | 1,496 | 0.53 | |||||