While there are several excellent programs for teaching persons with dyslexia, all successful programs/methods follow the basic tenants of the Orton-Gillingham approach. While I have not used Reading Recovery, a reading program designed for first grade students, this program has come under scrutiny by dyslexia specialists whom I greatly respect.
Peter Wright quotes from a document in which more than 30 researchers express concern about the use of Reading Recovery. These researchers found that Reading Recovery is not successful with the lowest achieving students. However, research distributed by the developers of Reading Recovery, show positive results. Analysis by independent researchers have serious problems with these results. Studies by persons associated with Reading Recovery excluded data from 25 to 40 percent of the lowest performing students. Research done by the National Institute for Child Health and Human Development and the Office of Special Education Programs in the U. S. Department of Education never purposely excluded a child. Gains for the poorest readers were almost zero. Students also experienced problems with self-esteem when they did not perform well.
Reading Recovery is a one-to-one approach requiring highly trained interventionists. This factor makes it an expensive program.
According to a panel of experts, Reading Recovery could be enhanced by (1) increased group size (decreasing expense), (2) implicit instruction in phonics and phonemic awareness, and (3) use of standard measures in progress monitoring.