Reading Recovery What Is Reading Recovery?
Reading Recovery is an early intervention program designed by Dr. Marie Clay of New Zealand. This short-term model of instruction is for young readers who are experiencing difficulty in their first year of reading instruction. Such children often go through a cycle of confusion, frustration, and anxiety. This pattern of thinking quickly leads to feelings of failure for these "at risk" children. They often fall behind their classmates and require long-term remedial help, and some never learn to read. By intervening early on, Reading Recovery can halt the debilitating cycle of failure for at-risk children and can enable them to read within the average range of the class reading performance. Reading Recovery serves the lowest 20% of the second-year primary (first-grade) population. Children served in Reading Recovery receive daily 30-minute lessons with a specially trained teacher, as a supplement to classroom instruction. Instruction continues for approximately 12-20 weeks until the child can read independently at the class average. Positive outcomes can be documented in any school, regardless of the instructional method used in the classroom.
Why Implement Reading Recovery?
Because it:
- Serves high risk children in reading and writing
- Delivers a high level of teacher training
- Provides built-in coaching and evaluation within the host district
- Ties program evaluation, teacher evaluation, and training evaluation directly to student performance
- Involves cooperation between the university, state, and school levels of education
- Enables teachers to be accountable observers of children and consistent designers of curriculum
Key Components of Reading Recovery
Early Intervention for Children
- Designed to serve the lowest achievers in second-year primary (first-grade)
- Thirty-minute daily lessons taught by a specially trained teacher, supplementing classroom literacy instruction
- Accelerated learning so that children reach average of their peer group within a 12-20 week time frame
- Effective research based early intervention modelModel for Teachers
Model for Teachers - Intensive, year long, graduate courses are required to prepare educators to become Reading Recovery Teachers
- Graduate coursework prepares teachers to become observers of children’s reading and writing behaviors through the use of a one-way mirror
- On-going professional development after the graduate coursework for the continual growth and refinement of theories on how best to teach for accelerated literacy learning
Research and Evaluation
Reading Recovery is a data-based intervention. Numerous individual studies support the program's success, and ongoing data collection for every child served in North America ensures program integrity. Network Activities
Reading Recovery educators, administrators, and institutions form an early literacy network dedicated to making it possible for all children to become literate. Network activities include research, publications and professional development. Helpful Links
www.kentuckyliteracy.org
www.readingrecovery.org For additional information, contact: Vickie Slone vickie.slone@hazard.kyschools.us
Danna Duff danna.duff@hazard.kyschools.us
Donna Singleton donna.singleton@hazard.kyschools.us
J.Marvin Jolly Building
One Community College Drive
Suite 107
Hazard, KY 41701
606-439-1119 ext. 22
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