The Impact of Reading Recovery on Later Achievement in Reading and Writing

Abstract

Valerie Ruhe, Ph.D. & Paula Moore, Ed.D.
2005

This state-wide longitudinal study investigated the performance of all 1998 Reading Recovery students in Maine on the 2001 Grade 4 Maine Educational Assessment (MEA) reading and writing tests. The results showed that the average MEA scores in reading and writing of seven hundred and twenty-six Reading Recovery children who successfully completed their programs were within the average state-wide achievement band of all Maine fourth-graders. Moreover, a substantial number of these children also scored above the state average, a remarkable performance for children who had been the lowest-performers in first grade. In contrast, the mean MEA scores of Reading Recovery children who were referred for long-term service and children who did not complete their Reading Recovery programs were below the average state-wide achievement band. These results provide scientific evidence that Reading Recovery has fulfilled its promise to bring the lowest-achievers up to the average classroom reading level, and that these gains are sustained into fourth-grade, where they help to raise the average MEA test scores of school districts. For more information or a copy of the paper, contact:

Amy Cates
Center for Research and Evaluation,
College of Education and Human Development,
5766 Shibles Hall, Rm. 314,
University of Maine,
Orono, ME 04469-5766

E-mail: amy.cates@umit.maine.edu 
Phone : 207-581-2370

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