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 2

An RTI approach calls for school staff to determine which students need further monitoring or instruction.
Reading Recovery: An Ideal Fit Within an RTI Framework

Reading Recovery provides universal screening for first graders.

In Reading Recovery, screening is a two-part process. First, classroom teachers rank all students according to their current literacy competencies. Then, the lowest literacy achievers are tested using An Observation Survey of Early Literacy Achievement (Clay, 2002, 2006) comprised of six authentic, valid, and reliable literacy tasks. Children with the lowest screening scores are selected for the Reading Recovery intervention. The Observation Survey also informs initial teaching decisions by providing information about each child’s current literacy behaviors.

Clay, M. M. (2002, 2006). An observation survey of early literacy achievement (2nd ed., rev. 2nd ed.). Portsmouth, NH: Heinemann.