Reading Recovery at The Ohio State University

External Evaluation of the i3 Scale-up of Reading Recovery: Year One Report, 2011-12

“The Consortium for Policy Research in Education (CPRE) was contracted to conduct an independent evaluation of the i3 scale up of Reading Recovery over the course of five years. The evaluation includes parallel rigorous experimental and quasi-experimental designs for estimating program impacts, coupled with a large-scale mixed-methods study of program implementation under the i3 scale-up.”

“In order to estimate the impacts of the program, a sample of first graders who met the Reading Recovery target criteria for selection were randomly assigned to either receive Reading Recovery, or to continue receiving classroom instruction. The reading achievement of students in this sample was assessed using an externally standardized assessment of reading achievement - the Iowa Tests of Basic Skills (ITBS) - in order to determine the impact of Reading Recovery lessons on low-achieving students who were randomly assigned to receive the intervention.”

Source: Consortium for Policy Research in Education — Evaluation of the i3 Scale-up of Reading Recovery | Year One Report, 2011-12 (PDF)

Key findings from the first two years of this five-year evaluation include the following:

Impacts on Student Reading Performance:

Treatment students who participated in Reading Recovery outperformed students in the control group on each subscale of the ITBS Reading test: Total Reading, Reading Comprehension, and Reading Words with differences in percentile points ranging from +16 percentile points to +20 percentile points.
The estimated standardized effect of Reading Recovery on students’ ITBS Total Reading Scores was .68 standard deviations relative to the population of struggling readers eligible for Reading Recovery under the i3 scale-up, and .47 standard deviations relative to the nationwide population of all first graders. These standardized effect sizes are large relative to typical effect sizes found in educational evaluations.

      Executive Summary     |    Full Report

Reading Recovery
Administrators' Website

Click here to visit the Reading Recovery administrators' website.

Reading Recovery Works


Training Teachers in Reading Recovery: Facts and Funding

Training Teachers in Reading Recovery: Facts and Funding (PDF)

Meet Mary Bailey: Charles County District’s 2013 Teacher of the Year

Meet Mary Bailey: Charles County District’s Teacher of the Year.

CCBOE also honored Mary Bailey at an event where Mary received the keys to a new car from a local dealership!

International Reading Recovery Trainers Organization (IRRTO)

The International Reading Recovery Trainers Organization (IRRTO) provides leadership for all entities affiliated with the Reading Recovery early literacy intervention founded by Dr. Marie M. Clay. These leaders are accredited Reading Recovery trainers who have responsibility for their specific Reading Recovery centers, situated either within universities or in professional education centers or education systems affiliated with universities. The trainers provide the support needed to establish and maintain the Reading Recovery trademark around the world.

Visit IRRTO online for more information.

"If literacy were a house we were building, Reading Recovery would be the foundation"

"When the previous Mansfield City Schools administration halted the Literacy Collaborative partnership with the Ohio State University in 2007, it also reduced the district's 21-year Reading Recovery relationship with Ashland University.

"Reading Recovery is on the rebound this year -- serving more students and training more teachers -- in what Superintendent Dan Freund has described as an essential supporting safety net to Literacy Collaborative.

"Freund was in the audience July 27 -- five days before he began his work as superintendent -- when the board of education approved a new Reading Recovery contract with AU. Asked his opinion before the vote, Freund said, 'If literacy were a house we were building, Reading Recovery would be the foundation. It is very important.' "

Larry Gibbs is a spokesman for Mansfield City Schools. He may be reached at lgibbs@

Click here to read the complete article in the Mansfield News Journal

About Reading Recovery

Reading Recovery is a research-based, short-term intervention of one-to-one teaching for the lowest-achieving first graders.

Reading Recovery students receive 30-minute lessons each school day for 12 to 20 weeks from a specially trained teacher.

As soon as students can read and write at grade level and demonstrate that they can continue to achieve, their lessons are discontinued and new students receive individual instruction.

Jennifer Michael with all the students she teaches in a day, including her Reading Recovery students.

Jennifer Michael with all the students she teaches in a day, including her Reading Recovery students.

Literacy Lessons: Professional Development for Teachers in Special Education Settings and for ESL Teachers

We are pleased to offer a course of study for teachers working in special education or ESL settings with students having difficulty learning to read and write.

Click here for more information about Literacy Lessons.

Literacy Lessons a dynamic 1-to-1 tool

Read about the powerful impact Literacy Lessons in Mansfield City Schools.

During a recent board of education meeting Superintendent Brian Garverick described the reading success of a special needs fifth-grader at Malabar Intermediate School who works with special education teacher Deanna Mack in one-on-one, 30-minute sessions.
“This young man’s reading improved more during 32 Literacy Lessons sessions than it had in the previous six years,” Garverick said.

New Publication from RRCNA: Promising Literacy for Every Child: Reading Recovery and a Comprehensive Literacy System

This new guide will help create conversations that build a shared vision of literacy learning within a school or district. The guide combines self-assessment tools with the expertise of Reading Recovery teachers to help you strengthen your comprehensive literacy program.

Please visit the RRCNA web site for further information.

Promising Literacy for Every Child: Reading Recovery and a Comprehensive Literacy System

Comprehensive Early Literacy Professional Development

Teacher leaders provide comprehensive professional development to Reading Recovery teachers, Special Education teachers, ESL teachers, and Classroom teachers who need to provide intensified literacy instruction. For more information about the comprehensive professional development that teacher leaders can provide, click here (PDF).

The New Face of Reading Recovery

Jodie Washek

Hi, I'm Jodie Washek and I am a primary literacy coordinator and Reading Recovery teacher. Before being trained in Reading Recovery, I worked with 25 students in small groups along with being a literacy coach. With the dual role I have now, I work with students and teachers in grades K-2 in many different aspects of the Literacy Collaborative framework. In Reading Recovery, which involves about half of my school day, I work with 8-10 students annually.

More teacher stories ...

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For questions about Reading Recovery, please refer to our contact page or email OSU Reading Recovery.
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If you have trouble accessing this page and need to request an alternate format, contact Jonathan Bailey.