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.


« return to RRCNA site

Home RTI principles RTI principle 1

RTI must be part of a comprehensive, systemic approach to literacy assessment and instruction.
Reading Recovery: An Ideal Fit Within an RTI Framework

Reading Recovery is a key component of a comprehensive plan for literacy learning.

RTI is not a new concept in literacy education. Administrators in Reading Recovery schools and systems echo the words of Marie Clay, developer of Reading Recovery, who called for education systems to solve two problems: How to deliver good first instruction in literacy and what kind of supplementary opportunity to provide for children who are low achieving in the classroom’s good instructional program (Clay, 1996).

In addition to the priorities given to classroom literacy approaches, administrators recognize the need for early intervention for children having difficulty with literacy learning. As a key element of a comprehensive literacy plan, Reading Recovery is an effective research-based intervention and an exemplary professional development model. Highly qualified Reading Recovery teachers
• provide a successful early intervention,
• document response to intervention, and
• work collaboratively with other teachers to develop comprehensive support for children.

Regardless of the ‘tiered’ or ‘layered’ frameworks used by schools or districts, Reading Recovery must be available as soon as possible for first graders with the greatest difficulties.


Reference
Clay, M. M. (1996). Is Reading Recovery aligned with a specific approach? Council Connections, 2(1), 1.