Early Literacy Intervention:
Expanding Expertise and Impact

a Reading Recovery initiative in partnership with the U.S. Department of Education

The goal of this initiative is to focus on developing highly effective teachers and resources for schools for improving the reading and writing abilities of students.
Funding has been provided through an award from the U.S. Department of Education, under award number U215K090094, for the Fund for the Improvement of Education (FIE) Program. The contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the federal government.

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Free Professional Development Resources to Strengthen Early Literacy Outcomes

The Reading Recovery Council of North America is pleased to partner with the U.S. Department of Education to offer professional development resources and activities to strengthen early literacy outcomes with students nationwide. This project is supportive of the Department of Education's priorities, including promoting innovation and excellence in America's schools, improving professional development and mentoring for teachers, focusing on the lowest-performing students and schools, and providing solutions to close the achievement gap.

Effective Literacy Practices Video Library

Web-based professional development modules provide extensive examples of effective literacy practices used by Reading Recovery and classroom teachers. Each of the six modules includes a short video and a 2-page downloadable reference guide. The video library will help K-3 teachers, Reading Recovery teachers, literacy coaches, and school administrators explore effective teaching.


RTI Information Initiative

Video, print, and online materials provide information on Reading Recovery as an effective evidence-based first-grade component of RTI.


On-Demand Webcasts
Cost-Effectiveness Research Analysis

Evaluation of a 2-year study comparing the effectiveness of one-to-one vs. small-group instruction will bring new information and understanding of the cost-effectiveness implications of teacher-student ratio. Group sizes of 1:2, 1:3, and 1:5 were studied.