Abstract
Reading Recovery, a program in which teachers tutor first graders, has been implemented extensively in the United States over the past decade. This review summarizes seven aspects of the available data from Reading Recovery in the United States: (a) nature of the reading tasks, (b) characteristics of tutees, (c) student accomplishments as first graders, (d) maintenance of student accomplishments through Grade 4, (e) student-teacher ratio, (f) cost-effectiveness, and (g) teacher effectiveness and retention.
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