The impact of Reading Recovery three years after intervention.

Jane Hurry, Andrew Holliman

    Research output: Other contributionpeer-review

    Abstract

    Reading Recovery is part of the Every Child a Reader strategy to enable children to
    make a good start in reading. Reading Recovery is well known to have impressive
    effects in the shorter term, but less is known about its long-term effectiveness. The
    present study followed up at the end of Year 4: 120 comparison children, 73 children
    who had received Reading Recovery three years earlier, and 48 children in Reading
    Recovery schools who had not received Reading Recovery. The children who had
    received Reading Recovery were achieving an average National Curriculum level of 3b
    in reading, which indicates being on track for Level 4 at the end of KS2. The comparison
    children were on average Level 2a in reading, significantly below the Reading Recovery
    children. Reading Recovery children were significantly less likely than comparison
    children to be identified as having Special Educational Needs (SEN Code of Practice,
    2008) at the end of Year 3. Case studies give a flavour of the children’s experience of
    school at the end of Year 4. Early intervention was greatly appreciated by the children
    and parents of the Reading Recovery schools, and the lack of early intervention and its
    negative consequences were remarked upon by those not in Reading Recovery
    schools
    Original languageEnglish
    PublisherInstitution of Education, University of London
    Number of pages21
    Publication statusPublished - 2009

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