Intervention DescriptionReading Recovery is a program created by Marie Clay in New Zealand (Moore & Wade, 1998). She designed a program to help struggling young readers so that they could progress to a reading level similar to that of their classmates (Lose, 2000). The program was later brought to the United States and implemented in Ohio. Since then, it has gained popularity in many other states. Many authors claim that Reading Recovery is an intensive individual program of instructional reading activities, tailored to the specific needs of each student (Glynn & Crooks, 1992, Hobsbaum & Peters). , 1996, Roehrig, Pressley and Sloup, 2001, Moore and Wade, 1998). Students are typically in 1st grade when they participate in a reading recovery program, but the techniques can also be used with other students. Students work with a specially trained teacher for half an hour every day for 10 to 20 weeks. Moore and Wade note that most students spend an average of 14 weeks in the program. Students remain in the program until they have reached a reading level comparable to that of their peers (Moore and Wade). Hobsbaum and Peters (1996) note that the Reading Recovery program has seven elements. At the start of a session, the student rereads a few books read during the previous lesson (Hobsbaum & Peters). This may include a book that was introduced during the last lesson. The student continues the lesson by practicing letters and words (Hobsbaum & Peters). The student then writes a short story which the teacher then cuts into simple words and asks the student to piece it together into a complete story (Hobsbaum & Peters). At the end of the lesson, Hobsbaum and Peters state that the middle of the article......read: an evidence-based assessment of the scientific literature on reading and its implications for reading instruction. Retrieved November 10, 2003, from http://www.nichd.nih.gov/publications/nrp/smallbook.htm.Plewis, I. (2000). Evaluating educational interventions using multilevel growth curves: The case of reading recovery. Educational Research and Evaluation, 6, 83-101. Roehrig, A.D., Pressley, M., & Sloup, M. (2001). Teaching reading strategies in regular primary school classes by teachers trained in reading recovery. Reading and Writing Quarterly, 17, 323-348. Schmitt, M. C. (2001). The development of children's strategic processing in reading recovery. Reading Psychology, 22, 129-151. Wasik, BA and Slavin, RE (1993). Preventing early reading failure through individual tutoring: A review of five programs. Quarterly Research Reading, 28, 179-200.