Five years of emergent literacy and literacy data from 2002 to 2007 were reviewed for first through third graders in a small, rural school in the Midwest. Forty first graders had received Reading Recovery services over that time span. Their scores on DIBELS were compared to 41 low average to average students. Subsequent placement in special education and Title I Reading was also tracked. Results indicate that the Reading Recovery students were just as proficient in emergent literacy skills such as phonemic awareness, but they scored significantly lower on a reading fluency measure. Most of them (78%) required subsequent reading services in second and/or third grades. Implications of the findings are discussed.