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The work tests whether previously identified immediate literacy impacts can be replicated under national expansion conditions, with results supporting Reading Recovery’s near-term benefits and the feasibility of scaling the intervention successfully.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-impacts-of-reading-recovery-at-scale-results-from-the-4-year-i3-external-evaluation/602581/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-impacts-of-reading-recovery-at-scale-results-from-the-4-year-i3-external-evaluation/602581.png","ImageObject",300,407,{"name":42,"@type":43},"pixelkiddo","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What was the main purpose of the i3 evaluation of Reading Recovery?","Question",{"text":62,"@type":63},"To determine whether Reading Recovery’s impacts from earlier rigorous studies could be replicated during a national scale-up context.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How was the evaluation carried out and how many students participated?",{"text":67,"@type":63},"It included an implementation study and a multisite randomized controlled trial with 6,888 students in 1,222 schools.",{"name":69,"@type":60,"acceptedAnswer":70},"How is Reading Recovery typically delivered to students?",{"text":71,"@type":63},"Students receive daily, 30-minute, one-to-one instructional sessions from highly trained teachers during the regular school day, outside regular classroom literacy instruction.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},602581,1792391529,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":117,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":103},962090883892,"https://ap-avatar.wpscdn.com/avatar/e00115db34f3e0f11b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1790152879550218658","Educational Evaluation and Policy Analysis September 2018, Vol. 40, No. 3, pp. 316–335 DOI: 10.3102/0162373718764828  \n© 2018 AERA. [http://eepa.aera.net](http://eepa.aera.net)  \nThe Impacts of Reading Recovery at Scale: Results From the 4-Year i3 External Evaluation  \nPhilip Sirinides  \nAbigail Gray  \nUniversity of Pennsylvania  \nHenry May  \nUniversity of Delaware  \nReading Recovery is an example of a widely used early literacy intervention for struggling firstgrade readers, with a research base demonstrating evidence of impact. With funding from the U.S.  \nDepartment of Education’s i3 program, researchers conducted a 4-year evaluation of the national scale-up of Reading Recovery. The evaluation included an implementation study and a multisite randomized controlled trial with 6,888 participating students in 1,222 schools. The goal of this study was to understand whether the impacts identified in prior rigorous studies of Reading Recovery could be replicated in the context of a national scale-up. The findings of this study reaffirm prior evidence of Reading Recovery’s immediate impacts on student literacy and support the feasibility of successfully scaling up an effective intervention.  \nKeywords: evaluation, experimental design, hierarchical linear modeling, literacy, reading, rural education, survey research  \nThe need for interventions that can help reverse struggling readers’ trajectories of low literacy in the early years of school is widely recognized and supported by decades of research. Students who read below grade level at the end of third grade are up to 4 times more likely than their typically achieving peers to drop out of school (Balfanz, Bridgeland, Bruce, & Fox, 2012; Hernandez, 2011), and those who read below grade level after first grade are unlikely to ever catch up (Juel, 1988; Lyon et al., 2001; Shaywitz et al., 1999) . Research increasingly demonstrates that low literacy levels in the early grades are associated with decreased rates of high school graduation and increased likelihood of lifelong low literacy (Annie E. Casey Foundation, 2010; Hernandez, 2011) .  \nProducing research evidence of interventions’effectiveness is, therefore, an important goal. However, given that two thirds of all U.S. fourth graders are now reading below grade level (Annie  \nE. Casey Foundation, 2016), establishing effectiveness cannot be the only goal: Research must also produce evidence of the scalability of those programs with proven impacts on early literacy. Whether interventions that produce impacts in small or localized trials can show similar effects when expanded on a national scale is a critical policy question.  \nThe Reading Recovery Intervention  \nReading Recovery is an example of a widely used early literacy intervention with a research base demonstrating evidence of impact. The program was developed in the 1970s and 1980s by Marie Clay, a developmental psychologist and professor at the University of Auckland, whose theories about early literacy development provide the foundation for the intervention’s approach (Clay, 1987, 1991, 2005a) . Reading Recovery provides struggling first-grade readers  \nThe Impacts of Reading Recovery at Scale  \nwith intensive, targeted instruction aimed at accelerating their learning progress and bringing them to a level comparable with that of their higher achieving peers within a period of 12 to 20 weeks. Its goal is to address reading difficulties early, before they can permanently affect students’ academic trajectories (Lyons, 1998) .  \nReading Recovery is a supplemental pull-out intervention provided during the regular school day. The program model specifies that the intervention may be provided at any time other than during regular classroom literacy instruction; students receiving the intervention participate fully in regular classroom literacy instruction as well. The program consists of daily, 30-minute, one-to-one instructional sessions delivered by highly trained teachers. Read","cbCaigNwOlQxBsz7","https://ap.wps.com/l/cbCaigNwOlQxBsz7","pdf",629456,"English","# The Impacts of Reading Recovery at Scale: Results From the 4-Year i3 External Evaluation\n## Background and policy motivation\n## The Reading Recovery intervention model\n## Study design and participant scale\n## Intervention delivery and teacher training\n## Discontinuation and ongoing support","[{\"question\":\"What was the main purpose of the i3 evaluation of Reading Recovery?\",\"answer\":\"To determine whether Reading Recovery’s impacts from earlier rigorous studies could be replicated during a national scale-up context.\"},{\"question\":\"How was the evaluation carried out and how many students participated?\",\"answer\":\"It included an implementation study and a multisite randomized controlled trial with 6,888 students in 1,222 schools.\"},{\"question\":\"How is Reading Recovery typically delivered to students?\",\"answer\":\"Students receive daily, 30-minute, one-to-one instructional sessions from highly trained teachers during the regular school day, outside regular classroom literacy instruction.\"}]","The Impacts of Reading Recovery at Scale: Results From the 4-Year i3 External Evaluation | PDF",1792094921]