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

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 etal.'s (2007) study. Efforts should focus on ensuring program completion and increasing program exposure in neediest schools.