Abstract
The aim of this study was to evaluate the efficiency of “Reading Recovery” as an early intervention for literacy, and to measure the correlation between attitudes and literacy levels. A quasi-experimental analysis using a between group design, measured the effects of the intervention across a twelve week period. Four participants received the intervention, and six participants did not. Reading Recovery and standardised assessments measured reading comprehension, fluency, phonemic awareness, and writing accuracy. The experimental group improved significantly across three time points, and scored significantly higher than the control group in most assessments at time three. Attitudes towards reading and writing significantly improved with rising literacy scores for experimental participants. Reading Recovery was successful in improving literacy scores and attitudes, and should be considered for broader research across Irish schools. Author keywords: Education, literacy, intervention
