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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Reading Recovery: An Ideal Fit Within an RTI Framework

Administrators who have successfully embedded Reading Recovery into their comprehensive literacy plans know the goal of Reading Recovery matches the intent of RTI legislation to identify students whose academic achievement may need further monitoring, and to provide effective interventions for those who need them. They also recognize the close fit with eight crucial features of RTI, adapted from frameworks provided by the National Research Center on Learning Disabilities and the International Reading Association Commission on RTI.

RTI must be part of a comprehensive, systemic approach to literacy assessment and instruction.
Reading Recovery is a key component of a comprehensive plan for literacy learning.

An RTI approach calls for school staff to determine which students need further monitoring or instruction.
Reading Recovery provides universal literacy screening for first graders.

RTI calls for research-based interventions with documented effectiveness.
Reading Recovery has the strongest research base of any early reading intervention reviewed by the What Works Clearinghouse.

Teacher expertise is central to instructional improvement, particularly for children having difficulty with literacy learning.
Reading Recovery provides an exemplar for professional development; teacher expertise is a hallmark of the intervention.

An RTI approach calls for responsive and differentiated teaching to meet each student's needs.
Reading Recovery teachers use a problem-solving approach, building on a child's strengths and guided by ongoing observation data.

Ongoing progress monitoring is built into an RTI plan.
Reading Recovery has a built-in system for monitoring the progress of each child, including daily and weekly records of change over time.

RTI fidelity measure should ensure that an intervention is implemented as intended.
Reading Recovery fidelity is assured through Standards and Guidelines, intensive year-long training, and annual evaluation of outcomes.

An RTI approach requires close collaboration among stakeholders.
Reading Recovery has an established system of collaboration to meet the needs of children.