Nathaniel Hansford, Scott A. Dueker, Kathryn Garforth, Jill D. Grande, Joshua King & Sky McGlynn:

Reading Recovery(RR) is a constructivist reading intervention used to provide tier 3 instruction to struggling readers in the first grade. The program has been previously evaluated and found effective by Evidence for ESSA (John Hopkins University), What Works Clearing House (intervention report institute for education sciences 2013), and in a meta-analysis by D’Agostino et al. (J Educ Stud Placed Risk 21:29–46, 2016) However, the National Reading Panel (United States Government, 2000), showed some conflicting findings. Moreover, May et al. (CPRE Research Reports, 2016), suggested that RR might be detrimental over the long term, for student reading outcomes. This meta-analysis examined 19 experimental and quasiexperimental studies to evaluate the efficacy of RR over the short and long term. Cohen’s d, effect sizes were calculated by subtracting the mean difference between the treatment groups and controls at post-test, then dividing by the pooled standard deviation. Effect sizes were then weighted by their inverse variance to account for sample size. For assessments taken within the assessment year, the meta-analysis showed a mean overall effect size of .19, a weighted mean effect size of .05, and 95% confidence intervals of = [-.16, 54.] For assessments taken more than 1 year after the intervention, the meta-analysis showed a mean negative effect size of -.14 and 95% confidence intervals of = [-.59, .31], with a weighted effect size of -.21. These results suggest that RR may not currently be the most effective approach, for literacy intervention.

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The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”

My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results

2017: West High Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results 

Madison’s taxpayer supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?