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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Home RTI principles RTI principle 3

RTI calls for research-based interventions with documented effectiveness.
Reading Recovery: An Ideal Fit Within an RTI Framework

Reading Recovery has the strongest research base of any early literacy intervention reviewed by the What Works Clearinghouse.

The U.S. Department of Education’s What Works Clearinghouse (WWC) reports that Reading Recovery has the strongest research base of any early reading intervention reviewed by the WWC (2008, 2013). Numerous experimental studies and national Reading Recovery data collected on every child validate the effectiveness of the intervention. Evaluation studies report positive outcomes for English language learners as well as minority and low-income students. Follow-up studies support the long-term effectiveness of Reading Recovery. (See the Research Section of the RRCNA website.)


Reference
What Works Clearinghouse (2008, December 2). Beginning reading intervention report: Reading Recovery. United States Department of Education, Institute of Education Sciences.