Andrew Holliman|Jane Hurry
The effects of Reading Recovery on children’s literacy progress and special educational needs status: a three-year follow-up study
Coventry University|University of London
abstractreading recovery rr intensive onetoone reading intervention programme designed five sixyearold children lowest literacy achievers one year formal tuition rr shown impressive effects shortterm particularly measures tailored designed programme however less known programmes longterm effectiveness present study followed end year 4 120 comparison children 73 children received rr three years earlier 48 children rr schools received rr found children received rr achieved average national curriculum nc level 3b reading indicates track level 4 end key stage 2 comparison children average level 2a reading significantly lower rr rr children also significantly less likely comparison children identified special educational need end year 3 findings indicate effects rr programme still apparent three years postinterventionkeywords early interventionearly literacyreading difficultycurriculumspecial needs acknowledgementsthe authors would like thank every child chance trust contribution research gratefully acknowledge support teachers parents children took part study without study would possible would also like pay special thank helen mirelman lesley zuke invaluable contributions