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 6

Ongoing progress monitoring is built into an RTI plan.
Reading Recovery: An Ideal Fit Within an RTI Framework

Reading Recovery has a built-in system for monitoring the progress of each child including daily and weekly records of change over time.

In addition to continuous monitoring of students’ classroom progress, each child’s progress during intervention must be monitored in order to make necessary modifications. Administrators face challenges when making decisions about ways to monitor progress during interventions. But Reading Recovery has a built-in comprehensive system for monitoring the progress of each child including daily and weekly records of change over time in text reading, writing, vocabulary, word and letter work.

Reading Recovery teachers maintain regular communication with classroom teachers about each child’s progress and serve on school literacy teams. Reading Recovery teacher leaders provide support for problem solving about a child making slow progress and check records for each child periodically. The Observation Survey is used on entry and exit to monitor the response to the intervention.