Evidence for Early Literacy Intervention: The Impacts of Reading Recovery

Loading...
Thumbnail Image
Penn collection
CPRE Policy Briefs
Degree type
Discipline
Subject
Education
Educational Assessment, Evaluation, and Research
Funder
Grant number
License
Copyright date
Distributor
Related resources
Author
Gray, Abigail
Goldsworthy, Heather
May, Henry
Sirinides, Philip
Contributor
Abstract

Research increasingly links low literacy levels in the early grades with a range of poor outcomes; for instance, students who read below grade level at the end of third grade are about four times less likely than their higher-achieving peers to graduate from high school (Annie E. Casey Foundation, 2010, 2011; Balfanz, Bridgeland, Bruce & Fox, 2012). In a four-year study, researchers from the Consortium for Policy Research in Education (CPRE) at the University of Pennsylvania and the Center for Research on Education and Social Policy (CRESP) at the University of Delaware examined the effectiveness of Reading Recovery—a widely used 1st grade literacy program—at helping struggling early readers catch up. The study’s findings offer promise for intensive early literacy intervention.

Advisor
Date Range for Data Collection (Start Date)
Date Range for Data Collection (End Date)
Digital Object Identifier
Series name and number
Publication date
2017-04-01
Volume number
Issue number
Publisher
Publisher DOI
Journal Issue
Comments
Recommended citation
Collection