Reading Recovery and Leveled Literacy Intervention (LLI) are effective short-term interventions for students who find reading and writing difficult. These students are the lowest achievers in literacy at their grade level. The goal is to help students make accelerated progress and close the achievement gap in reading and writing.
Reading Recovery was developed by renowned New Zealand scholar and researcher Marie Clay. It is a short-term, school-based literacy intervention for first-graders who have extreme difficulty learning to read and write.
Leveled Literacy Intervention is a small-group, supplementary intervention designed for students who find reading and writing difficult. These students are the lowest achievers in literacy at their grade level and are not receiving another literacy intervention. The goal of LLI is to bring students from the earliest level A (kindergarten level) to level Z, which represents competencies needed at the middle and secondary school level.
Reading Recovery, A Proven, Early Literacy Intervention
A short-term, one-on-one intervention for first-grade students who find reading and writing difficult. Reading Recovery received the highest ratings from the What Works Clearinghouse, a division of the Institute of Education Sciences.