Structured Reading Recovery Support and Foundational Literacy Development among Grade 1 Learners

Abstract

This study traced the literacy growth of Grade 1 learners who received structured reading recovery support and determined how implementation fidelity shaped their progress across the intervention period. A prospective repeated-measures cohort design with an embedded fidelity component was used. Learners identified through an initial literacy screening completed assessments at baseline, Week 4, Week 8, and Week 12. The assessment package measured phonological awareness, letter-sound correspondence, blending and segmenting, decoding, word recognition, oral reading accuracy, fluency, vocabulary, and basic comprehension. Piecewise linear mixed-effects modeling, estimated marginal means, standardized mean-change effects, and reliable change indices were applied. Results showed substantial improvement in overall foundational literacy, with the strongest gains observed in decoding, blending and segmenting, phonological awareness, and letter-sound correspondence. Growth was faster during the first eight weeks and remained significant, though slower, during the consolidation phase. Higher implementation fidelity was associated with steeper literacy growth, particularly when instructional sequencing, teacher modeling, guided practice, feedback, and review were delivered consistently. Most learners demonstrated reliable improvement, yet many remained below expected benchmarks in fluency, automatic word recognition, and comprehension. The findings indicate that structured reading recovery can strengthen early literacy when support is systematic, assessment-informed, and sustained. Continued intervention cycles, stronger cumulative review, smaller instructional groups, and greater emphasis on oral language, repeated reading, and comprehension were recommended for learners who showed limited response.