Innovation in Intervention: Replicating the Success of 'Reading Recovery'

It was one of the largest randomized research trials ever conducted in U.S. schools, centered on one of the nation's most sweeping interventions for child literacy.
For four years, a team of researchers studied the nation's monumental scale-up of Reading Recovery, an early intervention designed to improve literacy achievement in struggling first-graders. Their study, recently published in Educational Evaluation and Policy Analysis, involved nearly 7,000 students at more than 1,200 U.S. schools.
On this week's Research Minutes podcast from CPRE Knowledge Hub, CPRE Hub director Bobbi Newman speaks with CPRE senior researchers Henry May (University of Delaware), Abigail Gray (University of Pennsylvania), and Philip Sirinides (University of Pennylvania) about the design of their nationwide study and how their results could inform future education policy in the U.S.
To listen to the full podcast, click here.
Author Information

Dr. Henry May is Director of the Center for Research in Education and Social Policy ( CRESP ) and an associate professor in the School of Education at the University of Delaware. Dr. May specializes in the application of modern statistical methods and mixed-methods in randomized experiments and quasi-experiments studying the implementation and impacts of educational and social interventions and policies. 

Dr. Phil Sirinides is a statistician and researcher with expertise in the application of quantitative research methods and the development and use of integrated data systems for public-sector planning and evaluation. Phil is the ECDataWorks Lead Researcher and Principal Investigator.

Dr. Abigail Gray currently serves as a Stoneleigh Fellow and Senior Researcher at the Consortium for Policy Research in Education at the University of Pennsylvania. She is Principal Investigator of several large, mixed-methods research projects being conducted in partnership with the School District of Philadelphia (SDP). 

New Initiative to Unite Research, Policy, & Practice!

The Consortium for Policy Research in Education (CPRE) is a community of researchers from renowned research institutions and organizations committed to advancing educational policy and practice through evidence-based research.

CPRE's mission is to contribute to the output of new, scholarly, evidence-based research. 

Our goal is to make education policy research openly accessible to policymakers, practitioners, researchers, and other interested readers.

CPRE's vision is to disseminate research that can be the catalyst for informed decision-making and action in educational policy and practice.

Research conducted by CPRE is peer-reviewed and open access. 

You can access CPRE research via our repository.

*CPRE is headquartered at University of Pennsylvania Graduate School of Education, Philadelphia.