Gourlay, G; Harmey, S; (2020) A Reading Recovery Comparison Study: Supporting a New Implementation in Scotland. Journal of Reading Recovery , 20 (1)

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Abstract

Many children in Scotland fail to reach age-expected levels in literacy by the time they leave primary education. Reading Recovery (RR) is a well-researched early literacy intervention that has been recently introduced to address the poverty-related attainment gap in Scottish schools. The purpose of this paper is to (a) describe a study which explored the effectiveness and impact of RR on the literacy achievement of children experiencing literacy difficulties, compared to peers who did not receive the intervention and (b) describe how the results have been used to support the implementation of RR in a new implementation in two districts in Scotland. Results from the study demonstrated that all children in the study made gains, though the RR intervention yielded more positive effects. The children who received the RR reached age expected levels by the end of the intervention and they continued to make gains greater than those of the children who did not receive RR. How these results were used and implications for practice are discussed.

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