Investing in Innovation (i3) Grant
Reading Recovery Scaling up What Works Project
Reading Recovery®/Descubriendo La Lectura
Part of a Comprehensive Literacy Model
The Reading Recovery Center for Literacy at National Louis University partners with a growing national network of university centers. This partnership supports school districts in achieving shared goals related to school-wide renewal. Collaborative university research projects are being designed to improve educational practices and policies most likely to influence student achievement.
Reading Recovery®/Descubriendo La Lectura (DLL) is professional development design within a comprehensive approach to whole school improvement which includes effective classroom, small group individual literacy instruction. Research has shown that the lowest achieving first grade children need individually designed literacy lessons. Some need continued supplemental help in the form of small group intervention.
Systematically aligning classroom instruction with evidence based interventions, results in the greatest possible student achievement gains. The results of the Partnerships in Comprehensive Literacy (PCL) model has had dramatic results in high-poverty, low achieving schools, as well as schools with average and above average socioeconomic status. The results have been observed in districts across the United States.
Reading Recovery's effectiveness
Promising Practices Network
- Promising Practices Network (PPN) has awarded Reading Recovery a “proven” rating. PPN reviewed research evidence of programs and practices that are proven to improve outcomes for children. All programs rated are reviewed to ensure evidence of positive effects. Click here for additional information.
professional development that is:
- Embedded into a school reform effort that links curriculum, assessment, and standards to professional learning
- Collaborative and collegial
- Intensive and sustained over time
Darling-Hammond, L. and Richardson, N. (2009). Teacher learning: What matters? Educational Leadership, Vol.66, No. 5