For the 2013 study, "Evaluation of the i3 Scale-up of Reading Recovery Year One Report, 2011-12," researchers examined the Year 1 impacts of the Investing in Innovation (i3) scale-up of "Reading Recovery"®, a short-term intervention for struggling readers, on the reading achievement of first-grade students. The analytic sample included 866 students from 147 schools. Researchers measured general reading achievement using the Iowa Test of Basic Skills (ITBS) Total Reading Score. They also examined two subtests, ITBS Reading Words and ITBS Reading Comprehension. This study is a well-executed randomized controlled trial with low levels of sample attrition and meets the What Works Clearinghouse (WWC) group design standards without reservations. The study authors found, and the WWC confirmed, that "Reading Recovery"® had a significant positive impact on the general reading achievement of struggling readers in the first grade. Researchers also reported statistically significant positive impacts of "Reading Recovery"® in the general reading achievement and reading comprehension domains. Four appendices present: (1) Study details; (2) Outcome measures for each domain; (3) Study findings for the general reading achievement domain; and (4) Supplemental study findings by domain. A glossary of terms is included. [The following study is the focus of this review: May, H., Gray, A., Gillespie, J. N., Sirinides, P., Sam, C., Goldsworthy, H., Armijo, M., & Tognatta, N. (2013). "Evaluation of the i3 scale-up of Reading Recovery year one report, 2011-12." Philadelphia, PA: Consortium for Policy Research in Education (ED547669).]