Reading Recovery is a short-term intervention for first-grade children with reading and writing difficulties. This longitudinal study investigated the performance of a cohort of 1998 Reading Recovery students on later literacy achievement as measured by the 2001 Grade 4 Maine Educational Assessment (MEA). The results showed that the average MEA scores in reading and writing of discontinued Reading Recovery children were within the average achievement band of Maine fourth-graders. Moreover, a substantial number of Discontinued children also scored above the state average, a remarkable performance for children who had been the lowest-performing students in first grade. In contrast, the mean MEA scores of both children who were referred after completing their programs and children who did not complete their Reading Recovery programs were below the average achievement band. The results suggest Reading Recovery has a lasting and beneficial impact on later literacy achievement. (Contains 8 tables, 2 figures and 2 endnotes.)