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Commercial
Packages
Reading
Recovery
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Distributed by Reading Recovery Council of North America
Established in 1984 (United States)
- Contact
Information
Jean F. Bussell, Executive Director
Reading Recovery Council of North America
1929 Kenny Road, Suite 100
Columbus, OH 43210-1069
Phone: (614) 292-1795
Fax: (614) 292-4404
Web Site: www.readingrecovery.org/ReadingRecoveryInfo/RRIntroduction.htm
E-mail: bussell.4@osu.edu
- Student
Population Information
Age/grade levels of students: First grade, also available
in Spanish (Descubriendo La Lecutra)
Applicability to students with disabilities: Program focuses
on children scoring in the lower 20% in reading, serves children
with any demonstrated need.
- Setting
Classroom program or School-wide program: Either
- Synopsis
of Program
- First-grade
children who score in the lowest 20% of their class (based
on individual measures of assessment and teacher judgement)
receive daily one-to-one, 30-minute lessons for 12-20 weeks
with a Reading Recovery teacher.
- Lessons
provide children with individualized instruction that focuses
on their strengths, experiences with books and stories, accelerated
learning expectations, and strategies to help them become
independent learners.
- Reading
Recovery teachers record the details of every lesson they
provide.
- Instruction
continues until participants can read at or above the class
average, and demonstrate the use of independent reading and
writing strategies.
- Parent
assists child in daily reading activities as a follow-up to
the daily Reading Recovery lesson.
- Teacher
Leaders and Reading Recovery classroom teachers work together
to implement the Reading Recover Program. Teacher Leaders
are responsible for training the classroom teachers who execute
the program in the school. Teachers should expect to spend
at least one-half of their day in Reading Recovery.
- Training/Support
- Start-Up
Training
- Teacher
Leaders
- Reading
Recovery relies on Teacher Leaders to train Reading
Recovery Teachers at the local level.
- A
Teacher Leader must be post-master's degree teachers
and requires one year of training at a University
Regional Training Center for which s/he will receive
21 graduate credit quarter hours.
- Following
one-year of training, Teacher Leaders participate in
ongoing professional development programs provided by
the University Regional Training Centers (currently,
there are 23 University Regional Training Centers).
- Reading
Recovery Classroom Teachers
- Reading
Recovery Teachers require one year of training and
receive 9 graduate quarter credit hours. The training
includes weekly training, teaching, and reflective
and analytic discussions.
- Following
the one-year training, teachers are expected to participate
in continuing contact with the Teacher Leader, which
consists of minimum of six sessions.
- Continued
Professional Development
- Reading
Recovery supports a Teacher Leader Institute with professional
development programs for Teacher Leaders; various Reading
Recovery conferences are held throughout the country each
academic year; newsletters, a professional journal, and
other focused publications are available.
- The
University Regional Training Centers are responsible for
ensuring effective site implementation of Reading Recovery.
The program is monitored through site visits to teacher
leaders and through statewide implementation visits conducted
by specially-trained Reading Recovery trainers of teacher
leaders.
- Supporting
Research
- Conducted
by Developer
- Students
are assessed through the Observation Survey (a literacy
assessment created by the developer), where they are compared
to their class average that the beginning and end of the
school year.
- Of
over 4,000 Ohio students discontinued from the Reading
Recovery program in 1996-1997, year-end testing showed
88% scoring in the average band for writing vocabulary,
97% for hearing and recording sounds in words, and
91% for text reading level.
- Of
all the students nationwide who entered Reading Recovery
in 1996-1997, 60% achieved the average of their class.
Eighty-three percent of the students who received
the entire program achieved the average reading levels
of their class.
- In
a follow-up study, all the students that participated
in the program in first grade made substantial gains in
reading and writing as demonstrated on the fourth grade
proficiency tests.
- External
Research
- Considerations
- The
program collects entrance and exit data on every child in
the program, and analyzes it at the school, district, site,
state, and national levels on an annual basis.
- There
are 429 teacher training sites, and 16,548 people have been
trained in the Reading Recovery Program.
- No
need to change regular reading curriculum.
- Minimal
technology requirements for implementation.
- Parental
consent is needed for participation in program.
- Cost
Information
- Start-up:
Teacher leader in training salary, tuition (approximately
$1,200), books and materials (approximately $2,000), living
expenses for the teacher leader in training while at University
Training Center, and the cost of building a one-way glass
and sound system (estimated at $2,500) at new site for teacher
training.
- Following
the one-year training: costs include professional development
for teacher leader, site staff support, tuition for teacher
training and training materials. Teacher costs include materials,
supplies, and tuition. The Reading Recovery trademark is royalty
free and dependent only on meeting established guidelines
and standards.
- References
- Research
by Developers
- Pinnell,
G., McCarrier, A., & Button, K. (1990). Teachers'
application of theoretical concepts to new instructional
settings (Report No.8, Early Literacy Research Project).
Columbus, OH: Ohio State University.
- Lyons,
C., & Beaver, J. (1995). Reducing retention and learning
disability placement through Reading Recovery: An educationally
sound cost-effective choice. In R. Allington and S. Wamsley
(Eds.), No quick fix: Redesigning literacy programs in
America's elementary schools (pp. 116-136). New York:
Teachers College Press and the International Reading Association.
- External
Research
- Escamilla,
K. (1994). Descbriendo La Lectura: An early intervention
literacy program in Spanish. Literacy, Teaching and Learning:
An International Journal of Early Literacy, 1, 57-85.
- Jaggar,
A., & Simic, O. (1996). A four-year follow-up study
of Reading Recovery children in New York state: Preliminary
report. New York: University Reading Recovery Project,
School of Education.
- Stringfield,
S., Millsap, M.A., Herman, R., Yoder, N., Brigham, N.,
Nesselfodt, P., Schaffer, E., Karweit, N., Leven, M.,
& Stevens, R. (1997). Urban and suburban/rural special
strategies for educating disadvantaged children: Final
report. Washington, DC: U.S. Department of Education.
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Sample Sites
- Fort
Bend I.S.D
PO Box 1004
Sugarland, TX 77487-1004
Site Coordinator: Mary Jackson
(281) 634-1134
-
Marion County School District
910
East Church Street
Marion, OH 43302
Site Coordinator: Douglass Kammerer
(614) 387-3300
- San
Luis Coastal Unified School District
348
Los Osos Valley Road
Los Osos, CA 93402
Teacher Leader: Wayne Brown
(805) 528-5606
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