RESEARCH
Miles & Fletcher (2023)
This article details a large-scale tutor-to-teacher pipeline created in the midst of the COVID-19 pandemic. The program addressed two vital needs:
1) improving outcomes for striving readers in high-needs communities, and
2) improving teacher training in both evidence- and research-based instruction.
Miles, McFadden, Colenbrander, & Ehri (2022)
Reading Rescue (RRes), a research and evidence-based program for struggling readers (Ehri et al., 2007; Miles et al. 2018), was developed by an academic in response to the lack of explicit letter, phonemic awareness, and phonics instruction in Reading Recovery. RRes continues to receive academic oversight to maintain alignment of the curriculum with research from the reading science field.
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Miles, Lauterbach, Murano, & Demek (2018)
The authors examined whether Reading Rescue continues to be an effective literacy intervention and factors that impact its effectiveness. Data were collected on 143 first-grade students, tutored by 104 tutors at 38 schools. There was significant growth on all foundational skills (ps < .001) and significant change in proportion of students attaining grade-level reading status pre- and post-intervention (ps < .001; d ¼ 1.62 sight words, d ¼ 1.68 oral reading/comprehension).
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Ehri, Dryer, Fulgman, & Gross (2017)
The Reading Rescue tutoring intervention model was investigated with 64 low–socioeconomic status, language minority first graders with reading difficulties. School staff provided tutoring in phonological awareness, systematic phonics, vocabulary, fluency, and reading comprehension.
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Muller (2004)
A randomized pretest-posttest control group experimental design was used to study the effects of the Reading Rescue® tutoring program on reading achievement in six elementary schools located in one inner-city school district in New York City with predominantly Hispanic students. Findings of this study support those from research conducted on other structured one-on-one tutoring programs, showing that the reading achievement of elementary students at risk of reading failure can be improved through the use of the supplemental, adult-instructed one-to-one reading intervention.
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