Program Analysis

Project Part A

The Reading Recovery Program

Created by: Dani Morris-White

Rational for Selection

Rational for Selection

Reading Recovery is a program that is very near and dear to my heart. I am a trained reading recovery teacher and have been teaching this program for two years.

Reading Recovery provides 12 to 20 weeks of intensive interventions in reading and writing strategies that last for 30 minutes a day for struggling readers in the 1st grade. The goal of Reading Recovery is to help these students acquire the skills they need to be able to be successful readers and writers in the regular education classroom. Reading Recovery targets students in the 1st grade before they have the chance to fall too far behind in their academics.

Rational for Selection cont.It begins with assessing all of the students who are having a difficult time reading and writing. These specialized assessments give the teachers information about the child’s in text reading level, print concepts, hearing sounds in words, written vocabulary, letter recognition and reading vocabulary. The scores from these tests are then used to determine stanine levels that the children fall under. The students are ranked from lowest level to highest and the lowest students are chosen to participate in the program as long as the students don’t have any difficulties with excessive absences. It is very important that the students receive the instruction with out missing many lessons. Once the children have been chosen, the teachers must analyze the data collected from the assessments and create an Observation Survey and Predictions of Progress. These documents help the teacher to be able to plan strategic and purposeful lessons for the student to maximize their learning.

Picture: listen.sdpb.org

Rational for Selection

Cont.The first ten meetings

between the teacher and the student are called Roaming Around the

Known. In these lessons the teacher uses the information the child

already knows and a text level that the child is comfortable with to

practice reading skills in a non-threating

environment. This allows the student and the

teacher to get to know one another. The students will become comfortable with the teacher and be

able to feel confident when pushed to learn new

information.

Picture: www.oakland.edu

Rational for Selection Cont.

After this ten-day roaming period the teacher and student begins lessons. In the lessons the student is asked to read multiple familiar books to build fluency and confidence with them. Then they are assessed using a Running Record of text with the new book from the day before. After the assessment the teacher chooses a teaching point from the book to point out to the student. Then they do a short word study and writing piece. During the writing, the student works on building up his written vocabulary as well as his reading vocabulary. The written story is then cut up and put back together by the student and sent home as extra practice. Next the teacher introduces a new book to the student and listens to him read it and helps the student use strategies to navigate the new text. When done this book will be the assessment book for the next days lesson and the student gets to take home a book to practice reading at home.

Rational for Selection

Cont.Reading Recovery works

because it allows the student to gain a self- extending

system that they can then use in the regular classroom

to read and write. It also clears up any misconceptions a child has and closes gaps in

the child’s learning.

 

I chose this program because I believe in its success. I also

choose it because it is a program that my school may be loosing and I thought that

if I was able to research it and learn more about it I

could use my presentation to help influence my

superintendent to keep our program around.

Picture: www.i3.readingrecovery.info

Program History

Psychologist and educator, Marie M. Clay developed Reading Recovery in New Zealand in 1970. She and her collogues ran extensive research trials on six year olds in five schools in Auckland in 1978. The initial trials were so successful that they repeated them in 48 schools the following year, The University of Auckland (2015). Gay Su Pinnell and Charlotte Huck introduced the program in the United States in 1984 at The Ohio State University. Marie Clay and Barbara Watson began by training 17 educators in the Columbus area. Currently The Ohio State University has trained almost 200 teacher leaders and trainers according to The Ohio State University (2015). Reading Recovery is being used in 49 states across the US as well as New Zealand, Australia, Canada, and Europe.

Reading Recovery Trainers Lea McGee, Mary Fried, Emily Rodgers and Patricia Scharer welcome you to OSU.

Reference:Picture http://www.rrosu.org/history/history.html The Ohio State University (2015). Reading Recovery: Welcome to Reading Recovery at The Ohio State University. Retrieved from http://www.rrosu.org/history/history.html The University of Auckland (2015). Reading Recovery New Zealand. Retrieved from https://www.readingrecovery.ac.nz/index.php

Program History

Intended Population

Intended PopulationReading Recovery is intended to focus on

preventing literacy problems at an early age before the child begins to fall too far

behind academically. Therefore students who are

served in the Reading Recovery program are

struggling readers in the 1st grade. The students receive 12 to 20 weeks of intensive intervention with a trained Reading Recovery Teacher for 30 minutes per day.

Picture: www.grantcolib.info

Student Achievement

Data

Student Achievement Data

Reading Recovery uses the International Data Evaluation Center (IDEC) to collect and

analyze data. “Ongoing research and evaluation are essential in Reading Recovery’s success,”

Reading Recovery Council of North America (2001-2014). According

to the Reading Recovery Council of North America (RCNA)

approximately 75% of the students who completed the full 20 weeks of

the program met grade level reading and writing expectations since 1984. They also state that

even the students who do not receive the full intervention make significant gains as do the ones who do not reach grade-level

literacy expectations. On follow up assessments, RCNA states that most Reading Recovery students

do well on standardized state assessments.

Picture: www.rif.org

Reference:The Reading Recovery Council of North America (2001-2014). Measuring Outcomes Retrieved from http://readingrecovery.org/reading-recovery/research/measuring-outcomes  The Reading Recovery Council of North America (2001-2014). International Data Evaluation Center Retrieved from http://readingrecovery.org/reading-recovery/research/data-evaluation-idec

Student Achievement Data

• Visit the link below to read the 2013-2014 Reading Recovery National Summary Report for the United States

• file:///Users/michellewhite/Downloads/2013-2014%20Reading%20Recovery%20National%20Summary%20Report%20for%20the%20United%20States.pdf

Teacher Qualification

Teacher Qualification Cont.

In order to be a reading recovery teacher one must first be chosen to participate by your school. Many schools have an interview process that the teacher must participate in before being chosen. Then they must complete a year of training through a participating University with a certified Reading Recovery Trainer. During that year the teacher will have to not only learn about the Reading Recovery process, from testing to teaching, by reading and understanding Marie Clay’s books and methods they will also have to teach 2 struggling students if they are a full time classroom teacher and 4 struggling students if they are going to be a full time Reading Recovery teacher. The course is considered a masters level reading course and many schools will give you credit for master’s course work. There are weekly class meetings that include text readings, article discussions, assignments, reflections and assessments.

Teacher Qualifications

Cont.One of the most intimidating

aspects of the reading recovery training is going “behind the

glass”. This is where a teacher must take a reading student into

a room with a two-way mirror and teach their lesson while other members of the class

observe and critique her abilities. After the lesson, the class gives pointers about how the lesson could be improved and what new teachings the

student might need in order to be successful.

 

After a teacher has successfully completed the training year they

must still attend monthly professional development

workshops to continue to grow and improve on current

practices.

Picture: titleone.departments.pwcs.edu

VIDEO

• Please watch the following video to learn more about Reading Recovery and the teacher training component.

• https://www.youtube.com/watch?v=YXxM2JVxJKY

Picture: www.savvykidsofarkansas.com

Strengths and Weaknesses

Strengths vs. Weaknesses

Strengths• Success - According

to the Reading Recovery Council (2015), 75% Reading Recovery students who complete the full intervention are able to go back into the regular classroom and meet grade level expectations.

Weaknesses• Cost – It is very expensive to

have Reading Recovery in a school. Most schools will have to have at lease one staff member whose job is to run the program and teach the struggling readers. Our school has 8 in class teachers who each teach two struggling readers and 2 full time Reading Recovery teachers. All of the teachers, who have gone through the expensive Reading Recovery training, did so by utilizing the i3 grant which pays for the class, books, materials and convention fees for the student during their yearlong training.

Strengths vs. Weaknesses

Strengths• Growth - Even students

who do not complete the program make significant gains.

• RTI - Those who still struggle after the program are recommended to have further evaluation. These already have a round of tier 3 interventions to use for data.

Weaknesses• Effectiveness – Another

weakness of this reading program is teacher effectiveness. It takes a very responsive, deliberate teacher to be a good Reading Recovery teacher. If the teacher does not put in the effort to really reach the child they may not see the growth that they expect.

Future Plans

Future Plans

Reading Recovery has been around for 30 years and will continue to grow and expand across the globe as long as school systems are able to afford the program and they continue to see it as an asset to their schools.

Pictures:www.rrosu.orgwww.UNCW.orghttp://secure.touchnet.net/http://www.kentuckyliteracy.org/elementary/rrhttp://www.bensonschool.co.uk/?page_id=448

Program Reflection

Program Reflection

Marie Clay created Reading Recovery as a way to help

struggling readers achieve the goal of being able to read and write as well as the others who were able to do it with ease.

Reading Recovery trains teachers all over the world to be able to

teach and reach 1st grade students with difficulty reading.

In this program students are seeing measureable successes in

reading and have made remarkable gains in their

education. Reading Recovery is a program that has been around

for the past 30 years and although some people do not

believe in the program’s effectiveness, studies show that it works and it is clearly here to

stay.

Picture: www.unitedwaysc.org

Reference Page 

Reference:

The Ohio State University (2015). Reading Recovery: Welcome to Reading Recovery at The Ohio State University. Retrieved from http://www.rrosu.org/history/history.html

The University of Auckland (2015). Reading Recovery New Zealand. Retrieved from https://www.readingrecovery.ac.nz/index.php

Video https://www.youtube.com/watch?v=YXxM2JVxJKY

The Reading Recovery Council of North America (2001-2014). Measuring Outcomes Retrieved from http://readingrecovery.org/reading-recovery/research/measuring-outcomes

The Reading Recovery Council of North America (2001-2014). International Data Evaluation Center Retrieved from http://readingrecovery.org/reading-recovery/research/data-evaluation-idec