The purpose of this study was to conduct a longitudinal analysis of the sustained effects of Reading Recovery® on literacy achievement beyond the initial intervention period. It examines the program’s long-term effectiveness, assessing whether early literacy gains are maintained and identifying key factors that contribute to sustained progress. This study, titled “Sustained Effects of Reading Recovery®: Beyond the Intervention,” seeks to fill a critical gap in existing research by providing insights into the extended impact of this early literacy intervention.
A longitudinal, mixed-methods approach was employed, incorporating quantitative data analysis and qualitative insights from educators and administrators. The study was conducted across 25 elementary schools, involving 36 Reading Recovery® teachers, 12 elementary principals, and 51 first-grade classroom teachers. Data collection methods included standardized literacy assessments, surveys, and semi-structured interviews. Quantitative data tracked student literacy progress over multiple years, while qualitative data provided a contextual understanding of the intervention’s implementation and sustainability.
Findings indicate that a majority of students who completed the Reading Recovery® program sustained literacy achievement beyond first grade. The study highlights key factors influencing sustainability, including ongoing literacy support, professional development for teachers, and administrative commitment to early intervention.
Conclusions suggest that Reading Recovery® contributes positively to long-term literacy development but requires continued monitoring and reinforcement within the broader educational framework. Recommendations include sustained professional learning for teachers, strategic literacy planning at the school level, and further research into systemic factors that enhance or hinder the long-term success of early literacy interventions.
","abstract_html":"<p>The purpose of this study was to conduct a longitudinal analysis of the sustained effects of Reading Recovery® on literacy achievement beyond the initial intervention period. It examines the program’s long-term effectiveness, assessing whether early literacy gains are maintained and identifying key factors that contribute to sustained progress. This study, titled <em>“Sustained Effects of Reading Recovery®: Beyond the Intervention,”</em> seeks to fill a critical gap in existing research by providing insights into the extended impact of this early literacy intervention.</p> <p>A longitudinal, mixed-methods approach was employed, incorporating quantitative data analysis and qualitative insights from educators and administrators. The study was conducted across 25 elementary schools, involving 36 Reading Recovery® teachers, 12 elementary principals, and 51 first-grade classroom teachers. Data collection methods included standardized literacy assessments, surveys, and semi-structured interviews. Quantitative data tracked student literacy progress over multiple years, while qualitative data provided a contextual understanding of the intervention’s implementation and sustainability.</p> <p>Findings indicate that a majority of students who completed the Reading Recovery® program sustained literacy achievement beyond first grade. The study highlights key factors influencing sustainability, including ongoing literacy support, professional development for teachers, and administrative commitment to early intervention.</p> <p>Conclusions suggest that Reading Recovery® contributes positively to long-term literacy development but requires continued monitoring and reinforcement within the broader educational framework. Recommendations include sustained professional learning for teachers, strategic literacy planning at the school level, and further research into systemic factors that enhance or hinder the long-term success of early literacy interventions.</p>","abstract_has_math":false,"creators":["Fisher, Dr. Lisa A."],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Carla Sparks"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-03-01T08:00:00Z","date_published":"2025-03-01T08:00:00Z","updated_at":"2026-07-24T03:21:38Z","subjects":["Reading Recovery®","Early Literacy Intervention","First-Grade Struggling Readers","Literacy Sustainability","Science of Reading Debate","Teacher Professional Development","Elementary Education","Language and Literacy Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/923","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Carla Sparks"]},{"key":"dc:creator","label":"Author","values":["Fisher, Dr. Lisa A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2025-08-21T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Reading Recovery®","Early Literacy Intervention","First-Grade Struggling Readers","Literacy Sustainability","Science of Reading Debate","Teacher Professional Development","Elementary Education","Language and Literacy Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/923"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to conduct a longitudinal analysis of the sustained effects of Reading Recovery® on literacy achievement beyond the initial intervention period. It examines the program’s long-term effectiveness, assessing whether early literacy gains are maintained and identifying key factors that contribute to sustained progress. This study, titled “Sustained Effects of Reading Recovery®: Beyond the Intervention,” seeks to fill a critical gap in existing research by providing insights into the extended impact of this early literacy intervention.
A longitudinal, mixed-methods approach was employed, incorporating quantitative data analysis and qualitative insights from educators and administrators. The study was conducted across 25 elementary schools, involving 36 Reading Recovery® teachers, 12 elementary principals, and 51 first-grade classroom teachers. Data collection methods included standardized literacy assessments, surveys, and semi-structured interviews. Quantitative data tracked student literacy progress over multiple years, while qualitative data provided a contextual understanding of the intervention’s implementation and sustainability.
Findings indicate that a majority of students who completed the Reading Recovery® program sustained literacy achievement beyond first grade. The study highlights key factors influencing sustainability, including ongoing literacy support, professional development for teachers, and administrative commitment to early intervention.
Conclusions suggest that Reading Recovery® contributes positively to long-term literacy development but requires continued monitoring and reinforcement within the broader educational framework. Recommendations include sustained professional learning for teachers, strategic literacy planning at the school level, and further research into systemic factors that enhance or hinder the long-term success of early literacy interventions.
"]},{"key":"dc:title","label":"Title","values":["Sustained Effects of Reading Recovery®: Beyond the Intervention"]}]}],"canonical_facts":{"dc:contributor":["Dr. Carla Sparks"],"dc:creator":["Fisher, Dr. Lisa A."],"dc:date.available":["2025-08-21T07:00:00Z"],"dc:description.abstract":["The purpose of this study was to conduct a longitudinal analysis of the sustained effects of Reading Recovery® on literacy achievement beyond the initial intervention period. It examines the program’s long-term effectiveness, assessing whether early literacy gains are maintained and identifying key factors that contribute to sustained progress. This study, titled “Sustained Effects of Reading Recovery®: Beyond the Intervention,” seeks to fill a critical gap in existing research by providing insights into the extended impact of this early literacy intervention.
A longitudinal, mixed-methods approach was employed, incorporating quantitative data analysis and qualitative insights from educators and administrators. The study was conducted across 25 elementary schools, involving 36 Reading Recovery® teachers, 12 elementary principals, and 51 first-grade classroom teachers. Data collection methods included standardized literacy assessments, surveys, and semi-structured interviews. Quantitative data tracked student literacy progress over multiple years, while qualitative data provided a contextual understanding of the intervention’s implementation and sustainability.
Findings indicate that a majority of students who completed the Reading Recovery® program sustained literacy achievement beyond first grade. The study highlights key factors influencing sustainability, including ongoing literacy support, professional development for teachers, and administrative commitment to early intervention.
Conclusions suggest that Reading Recovery® contributes positively to long-term literacy development but requires continued monitoring and reinforcement within the broader educational framework. Recommendations include sustained professional learning for teachers, strategic literacy planning at the school level, and further research into systemic factors that enhance or hinder the long-term success of early literacy interventions.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/923"],"dc:subject":["Reading Recovery®","Early Literacy Intervention","First-Grade Struggling Readers","Literacy Sustainability","Science of Reading Debate","Teacher Professional Development","Elementary Education","Language and Literacy Education"],"dc:title":["Sustained Effects of Reading Recovery®: Beyond the Intervention"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:38Z"}