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EBP Compendium: Summary of Systematic Review

Institute of Education Sciences
Reading Recovery®

IES What Works Clearinghouse Intervention Report.

Indicators of Review Quality:

The review addresses a clearly focused question No
Criteria for inclusion of studies are provided No
Search strategy is described in sufficient detail for replication No
Included studies are assessed for study quality Yes
Quality assessments are reproducible Yes

Description: This is a systematic review of studies investigating the effectiveness of an integrated reading-language program, Reading Recovery® intervention, on the literacy and language performance of first grade students. The effectiveness of the intervention was categorized as Meets Evidence Standards, Meets Evidence Standards with Reservation or Does Not Meet Evidence Standard based on the What Works Clearinghouse (WWC) classification system. Well-designed randomized controlled trials are considered strong evidence (Meets Evidence Standards), quasi-experimental studies are considered weaker evidence (Meets Evidence Standards with Reservations) and single-case design studies are considered insufficient evidence or under development (Does Not Meet Evidence Standards).

Question(s) Addressed:

Question not specifically stated.

Population: First grade students in a Reading Recovery program.

Intervention/Assessment: Reading Recovery® intervention

Number of Studies Included: 5

Years Included: Not stated



  • Treatment
    • Language
      • Reading
        • Integrated Reading-Language Program - Of the 5 studies included, four met the WWC criteria for Meets Evidence Standards and one met the criteria as Meets Evidence Standards with Reservations. "Based on the five studies, the WWC found positive effects in alphabetics and general reading achievement and potentially positive effects in fluency and comprehension" (p. 6).

Keywords: Literacy, Written Language Disorders

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Added to Compendium: March 2012

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