Reading Recovery: Factors Influencing the Cancellation of an Innovative Program in Urban Schools

Abstract

The Reading Recovery Program was expected to succeed and did last from three to four years at the sites that were studied. The Reading Recovery teachers implemented the program to the best of their abilities. It was evident from the findings that the people involved in the implementation underestimated the amount of effort and resources required to sustain the program and make it successful. Furthermore, the continuing contact support from the teacher leaders was insufficient to maintain the success of the program and overcome implementation problems encountered by the teachers. In all cases, the key decision-maker for program cancellation was the building principal. In the end, the Reading Recovery teachers had little support from the principal and other teachers in the building. The two factors linked to program effectiveness were teacher and student selection.