Reading Recovery, a meaning-based reading program designed for young children at risk of reading failure, is widely implemented across the United States. We discuss the recent Reading Recovery $45 million four-year i3-funded scaleup study that was designed to "cover the expansion of Reading Recovery around the U.S." (May, Sirinides,…

Because children living in poverty and minorities consistently demonstrate persistent reading difficulties (Adams, 1990), Congress intervened and passed the No Child Left Behind Act (U.S. Department of Education, 2006) mandating that scientifically based reading research be implemented in the primary grades. Quantitative studies presented in the…

The article presents a model of an effectively implemented visual phonics intervention program for kindergarten children at high risk for reading failure in a general education classroom. There is a growing body of professional literature documenting the effectiveness of visual phonics for children who are hard-of-hearing or deaf. There is little…

Describes how one Maryland school district overhauled its total approach to reading instruction and rescued its struggling students. The problem was more one of poor system design than poor instruction. The research-based intervention was a hybrid of reading recovery and phonics. From 1999-00, the rate of fifth graders reading below grade level…

Irreverently examines Rudolph Flesch's theories for teaching a child to read "properly." Alternatives to Flesch's method are also given. (HTH)