Date of this Version
CPRE released its evaluation of one of the most ambitious and well-documented expansions of a U.S. instructional curriculum. The rigorous independent evaluation of the Investing in Innovation (i3) scale-up of Reading Recovery, a literacy intervention for struggling first graders, was a collaboration between CPRE and the Center for Research on Education and Social Policy (CRESP) at the University of Delaware.
The CPRE/CRESP evaluation revealed that students who participated in Reading Recovery significantly outperformed students in the control group on measures of overall reading, reading comprehension, and decoding. These effects were similarly large for English language learners and students attending rural schools, which were the student subgroups of priority interest for the i3 scale-up grant program.
The study included an in-depth analysis of program implementation. Key findings focus on the contextual factors of the school and teachers that support the program’s success and the components of instructional strength in Reading Recovery.
May, Henry; Sirinides, Philip M; Gray, Abigail; and Goldsworthy, Heather. (2016). Reading Recovery: An Evaluation of the Four-Year i3 Scale-Up. CPRE Research Reports.
Retrieved from https://repository.upenn.edu/cpre_researchreports/81
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Education Policy Commons, Elementary and Middle and Secondary Education Administration Commons, Elementary Education and Teaching Commons, Reading and Language Commons
Date Posted: 31 March 2016