Comprehensive Literacy and Reading Recovery Conference
For more information and to register for the conference click here.
i3 Grant Information
Evaluation of the i3 Scale-up of Reading Recovery:
Year One and Year Two Reports
"Large positive effects on student literacy performance overall, and these positive effects were also large for ELL students and student in rural schools." — Year One Report
Reading Recovery Pays Off in i3 Study , Sarah D. Sparks, Education Week, Report Roundup, 12-4-13
Struggling 1st Graders Make Strides Under Reading Recovery, i3 Study Finds , Sarah D. Sparks, Education Week, Inside School Research blog, 11-20-13
In October 2010, NLU received a $2.5 million innovation grant through the U.S. Department of Education (USDE) to expand Reading Recovery, an early literacy intervention education initiative based in the university’s National College of Education.
The Grant is part of a 5-year, $45.5 million award from the USDE to fund the investing in innovation (i3) grant “Reading Recovery: Scaling Up What Works” project in collaboration with 19 other institutions of higher education lead by the Ohio State University. NLU is the only Illinois institution to receive funding to be disseminated to qualifying school districts.
These funds have supported year-long Reading Recovery training for more than 3,690 teachers who used their expertise to reach nearly half a million children by 2015, the final year of the grant. Although all U.S. schools were eligible for the professional development funding provided by the i3 grant, particular priority was given to very low-performing schools, schools in rural areas, and schools with high populations of English language learners.
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 5 years. Two reports are now complete covering the 2011-12 through 2012-13 school year. A final report will be released at the end of the research project. Among the findings:
Impact on Student Achievement: “The standardized effect sizes, between 0.36 and 0.42 standard deviations, are large relative to typical effect sizes found in educational evaluations, and represent an extra 1.4 months of learning. Even when benchmarking the impacts on ITBS scores relative to the full population of first graders in the nation,…(they) represent a growth rate that is 27% greater than the national average for first graders. These finding are consistent across student subgroups, including students in rural schools and English language learners.” (Year Two Report)
Training of the new Reading Recovery teachers: “Many RR teachers reported their RR teaching was transformative in terms of their own instruction and understanding about literacy.” (Year One Report)
Reading Recovery as a potential lever for school change: “While it is still too early to say whether RR is inspiring systemic organizational changes, two things are clear. First, Reading Recovery is positively affecting student literacy outcomes, and second, RR teachers are sharing their new knowledge, strategies, and information with other teachers in their schools." (Year One Report)
The Consortium for Policy Research in Education (CPRE) brought together experts from major research universities to improve elementary and secondary education by bridging the gap between educational policy and student learning. CPRE’s member institutions are the University of Pennsylvania, Teachers College Columbia University, Harvard University, Stanford University, University of Michigan, University of Wisconsin-Madison and Northwestern University. The report was a collaboration between CPRE and the University of Delaware Center for Research Education and Social Policy (CRESP).
Please click on link below for additional information about the i3 grant.