There is no shortage of innovative educational programs - the
challenge is learning how to scale and sustain those with strong
evidence of effectiveness. This book focuses on Reading Recovery -
one of the few educational innovations that has successfully
expanded and established itself in several educational systems in
the world. Developed by Marie Clay in New Zealand during the
mid-1980s, Reading Recovery is an intensive intervention for young
students who are struggling to learn how to read, and has expanded
to several countries across the globe over the last 30 years.
Providing evidence of the intervention's effectiveness both in the
short- and long-term, this volume presents in-depth studies to
elucidate why the program is effective; discusses the trials and
tribulations in scaling and sustaining the program; and approaches
scaling and maintaining from theoretical and practical
perspectives. The contributors to this book explain how Reading
Recovery has established itself because it has maintained a strong
focus on evidence; developed a deep sense of community among its
practitioners; and was at the forefront in enhancing professional
development of the teachers who delivered the intervention.
Understanding the implementation experiences of the intervention is
beneficial for any innovation developer who wishes to grow and
sustain an intervention. The chapters in this book were originally
published as articles in the Journal of Education for Students
Placed At Risk.
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