African American Students and Reading Interventions

May 28, 2012

Cathy Compton-Lilly finds that African American students and European American students who receive a complete Reading Recovery program have statistically comparable success rates, although a gap remains. Too many African American children, however, do not receive a complete program, for a range of reasons, and their needs are not met. One underlying problem: These students are disproportionately excluded from Reading Recovery data sets. More about Compton-Lilly’s research is available here.