Early Evaluation Results Show Positive Impact of Reading Recovery Scale-Up
In 2011-12, the Consortium for Policy Research in Education conducted approximately 100 interviews with i3 staff, university training center (UTC) directors, teacher leaders (TL), Reading Recovery teachers (RRT), and principals; administered surveys to
more than 1500 members of the Reading Recovery community; and coordinated with IDEC to collect ITBS reading scores for over 1,200 students as part of a rigorous impact study. Daily activity logs were
submitted by hundreds of i3-trained Reading Recovery teachers, and nine comprehensive case studies were conducted across nine UTC regions. This document summarizes the key emergent themes from
these data, focusing on impacts on student performance, quality of training and implementation, and
recruitment of new schools and teachers.
Download the CPRE report. (PDF)
In 2011-12, the Consortium for Policy Research in Education conducted approximately 100 interviews with i3 staff, university training center (UTC)
directors, teacher leaders (TL), Reading Recovery teachers (RRT), and principals; administered surveys to
more than 1500 members of the Reading Recovery community; and coordinated with IDEC to collect
ITBS reading scores for over 1,200 students as part of a rigorous impact study. Daily activity logs were
submitted by hundreds of i3-trained Reading Recovery teachers, and nine comprehensive case studies
were conducted across nine UTC regions. This document summarizes the key emergent themes from
these data, focusing on impacts on student performance, quality of training and implementation, and
recruitment of new schools and teachers.
Created by Cathleen Spayde (spayde@oakland.edu) on Monday, October 15, 2012 Modified by Cathleen Spayde (spayde@oakland.edu) on Monday, October 15, 2012 Article Start Date: Monday, October 15, 2012
