About Reading Recovery
About Reading Recovery
Reading Recovery Developer Marie Clay, 1998
"Reading Recovery has one clear goal: to dramatically reduce the number of learners who have extreme difficulty with literacy learning and the cost of these learners to educational systems."
Reading Recovery in Kansas
Currently there are district training sites throughout Kansas, which, providing support for Reading Recovery teachers throughout Kansas.
- Garnett USD 365 - Betsy Bunnel, Teacher Leader
- Hays USD 489 - Rita Vonada, Teacher Leader
- Jones Institute for Educational Excellence - Annie M. Opat, Ph.D., Teacher Leader & Trainer
- Tonganoxie USD 464 - Christine Coulter, Teacher Leader
- Topeka USD 501 - Nichole Kuhn, Teacher Leader
- Riverton USD 404 - Christine Mercer, Teacher Leader
Program for Children
Reading Recovery is a short term, early intervention program designed for the lowest achievers in a first grade classroom. Children receive intensive one-to-one instruction for 30 minutes daily by a highly trained teacher. After 12-20 weeks, most children attain average or better reading and writing levels and continue to make progress with regular classroom instruction. Over a million children in the United States have been served by this literacy intervention since 1985.
Research and Evaluation
Reading Recovery is based on the best of current knowledge about how children become literate.
The success of Reading Recovery has been carefully documented with over 30 years of data. Research is ongoing. Reading Recovery teacher leaders and administrators at every site systematically collect and report data on every child to the National Data Evaluation Center for Reading Recovery as well as to the U.S. Department of Education.
Follow-up studies have shown that Reading Recovery children continue to read at an average-or-better level after receiving the intervention, reducing the need for long-term remediation. Studies also document the program's effectiveness as compared with other literacy interventions, cost effectiveness, and success with ESL populations.
Lyons, Pinnell, & Deford, 1993
"Reading Recovery is a system wide intervention that involves a network of education, communication, and collegiality designed to create a culture of learning that promotes literacy for high-risk children."
Reading Recovery is a not-for-profit program that involves collaboration among schools, districts, and universities. In the United States, the name "Reading Recovery" has been a trademark of The Ohio State University since December 1990. The trademark contributes to consistency of implementation across sites as they meet the essential criteria described in a set of standards and guidelines.
Educators and institutions that have adopted Reading Recovery form an extensive network to support early literacy. Network activities include research, publications, and professional development.
"A recent large-scale study revealed that every additional dollar spent on raising teacher quality netted greater student achievement gains than did any other use of school resources."
Program for Educators
The key to successful implementation of the program resides in the training model. Professionals are trained at two levels. The teacher leader training begins with a series of post-masters graduate level courses at a university training center. The teacher leader training model includes:
(a) a study of the program procedures that includes working daily with students across the course of a year;
(b) an in-depth study of the theoretical foundations upon which the procedures are based;
(c) comprehensive study of seminal and recent theories and research focusing on the reading and writing processes;
(d) training in the process of working with adult learners; and
(e) training in management and administrative services required to successfully implement the program.
Training at the second level, teacher training, is also a year-long commitment. Teachers enroll in a graduate level course taught by a certified teacher leader. Through clinical and peer-critiquing experiences, teachers learn to observe and describe student and teacher behaviors and develop skills in making moment-to-moment decisions to inform instruction.
Both trained teacher leaders and teachers are required to refine and further develop their skills to effectively teach children who are "at risk" of literacy failure. A body of research indicates that Reading Recovery teacher training has powerful and long lasting impact on the teachers who participate.
- Reading Recovery Review, 1998
"Reading Recovery is an investment in the professional skills of teachers."