APM Reports



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New research shows controversial Reading Recovery program eventually had a negative impact on children

by Emily Hanford and Christopher Peak

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One of the world's most widely used reading intervention programs for young children took a hit to its credibility today following the release of a new study at the American Educational Research Association conference.



Reading Recovery — a one-on-one tutoring program for first graders — has long been controversial because it's based on a theory about how people read words that was disproven decades ago by cognitive scientists. A 2019 story by APM Reports helped bring widespread public attention to the fact that reading programs based on this theory teach kids the habits of struggling readers.



The new, federally funded study found that children who received Reading Recovery had scores on state reading tests in third and fourth grade that were below the test scores of similar children who did not receive Reading Recovery.



“It's not what we expected, and it's concerning,” said lead author Henry May, director of the Center for Research in Education and Social Policy at the University of Delaware, who delivered the findings at the prestigious, annual gathering of education researchers being held this year in San Diego.



The findings could prompt school districts nationwide to reexamine their investment in Reading Recovery and consider other ways to help struggling first-graders.



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