Reading Rescue: A follow-up on effectiveness of an intervention for struggling readers.

STRUGGLING readers; LITERACY programs; TUTORS & tutoring; READING (Elementary); EARLY intervention (Education); RESPONSE to intervention (Education)

The authors examined whether Reading Rescue continues to be an effective literacy intervention and factors that impact its effectiveness. Data were collected on 143 first-grade students, tutored by 104 tutors at 38 schools. There was significant growth on all foundational skills (ps <.001) and significant change in proportion of students attaining grade-level reading status pre- and postintervention (ps <.001; d = 1.62 sight words, d = 1.68 oral reading/comprehension). Student-level factors of Individualized Education Program status, program completion, number of session, and invented spelling; tutor-level factors of sessions delivered and years of experience; school level factors of school size and percentage of language minority students all predicted grade-level passage or word reading (all ps <.05). Findings indicate Reading Rescue continues to be highly effective, even while expanding substantially as a program since Ehri et al.'s (2007) study. Efforts should focus on ensuring program completion and increasing program exposure in neediest schools. [ABSTRACT FROM AUTHOR]

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