I’M A REFLECTION OF YOU
PROVIDING WHOLE SCHOOL BENEFITS
THEIR SUCCESS IS YOUR SUCCESS Every child anticipates greatness. Yet for the lowest-achieving students, both experience and research tell us they are unlikely to become average readers without intensive teaching. For over 25 years, Reading Recovery-trained teachers have worked one-to-one with first graders having difficulty in learning to read and write. Their results are remarkable!
“ Why did we choose Reading Recovery? How could we afford not to? Reading Recovery
has positive results. It holds teachers accountable. It is cost effective, and it changes the child into an empowered learner.”
– CRAIG DOUGHERTY, Superintendent, Sheridan County School District #2, WY
READING RECOVERY WORKS
Reading Recovery helps struggling beginning readers and writers in the United States, Canada, Australia, New Zealand, and the United Kingdom. The intervention requires ongoing data collection for each and every child who has lessons. In the United States evaluation is conducted by the International Data Evaluation Center (IDEC) located at The Ohio State University. Results are consistent across 25 years and include more than 2 million Reading Recovery students. Because accountability is a key part of Reading Recovery, administrators receive annual reports at the teacher, school, and district level.
- Reading Recovery students outperform control group students on multiple literacy tests measuring reading and writing abilities.
- Costly long-term remediation is eliminated for many children.
- One-to-one tutoring with a Reading Recoverytrained teacher provides superior results to small-group intervention.
Reading Recovery is a thoroughly researched and proven early literacy intervention. It has also been reconstructed for children learning to read in Spanish (Descubriendo la Lectura) and French (Intervention Préventive en LectureÉcriture), and these interventions achieve parallel results for struggling readers. In fact, achievement gaps are greatly reduced or closed across varying racial and ethnic groups, socioeconomic groups, and for English language learners. More than 100 research studies have documented Reading Recovery’s benefits for students and schools. For an online review of key studies see www.readingrecovery.org.
75% 75% of Reading Recovery students read at grade level after a full series of lessons.
99% 99% of students who successfully complete Reading Recovery lessons don’t need to be referred to special education for reading at the end of Grade 1. SOURCE: International Data Evaluation Center, 2009-2010 Reading Recovery Statistical Abstract for the U.S. https://www.idecweb.us/Default.asp
A FOUNDATION FOR THEIR FUTURE MEASURABLE RESULTS IN JUST WEEKS, NOT YEARS Reading Recovery is a short-term early intervention for first-grade students having difficulty with reading and writing. Individual students work one-to-one with a specially trained teacher for only 12 to 20 weeks and receive daily 30-minute lessons. After a full series of lessons, about 75% of students achieve grade-level standard. Each Reading Recovery lesson includes reading familiar books, reading yesterday’s new book and taking a running record, working with letters and/or words using magnetic letters, writing a story, assembling a cut-up story, and reading a new book.
SHORT-TERM INTERVENTION MEETING GRADE-LEVEL EXPECTATIONS Progress for each child in Reading Recovery is measured by the Observation Survey of Early Literacy Achievement. Developed by Marie M. Clay, a developmental psychologist and the founder of Reading Recovery, the Observation Survey is the primary assessment tool for Reading Recovery and is also widely used by classroom and specialist teachers and researchers. THE OBSERVATION SURVEY:
- Measures six literacy tasks: Letter Identification, Word Reading, Concepts About Print, Writing Vocabulary, Hearing and Recording Sounds in Words, and Text Reading.
- Provides valuable information to help teachers plan instruction.
- Assesses student progress at the beginning of lessons, at the end of lessons, and at the end of the school year.
- Publishes norms that can be used for comparison purposes.
- Received the highest rating from the National Center on Response to Intervention.
AFTER COMPLETING LESSONS, STUDENTS CAN:
- Read increasingly more difficult texts at an instructional level, expanding their power to learn from their own efforts and solve problems as they read and write.
- Compose increasingly complex messages using resources to solve new words: students monitor and edit their work, knowing when and how to get help.
- Continue to learn with supportive classroom instruction.
TWO POSITIVE OUTCOMES: 1: The child makes significant progress by reaching grade-level expectations in reading and writing while demonstrating problemsolving abilities that will promote future classroom achievement without additional support.
2: The child has made significant progress but does not meet the rigorous criteria for grade-level expectations. This child is recommended for further evaluation and instructional support as needed. Reading Recovery helps to identify students who need longer-term support and whose needs cannot be met by a short-term intervention.
“Reading Recovery is an integral part of first grade. The program provides
one-to-one support to those who need it most. I have five children in my room today who would not be reading or writing at first-grade level without that support. ”
– KATHY HABBEN, Hartley Melvin-Sandborn Community School District, IA
GIVE THEM A PROVEN APPROACH TO SUCCEED WHAT WORKS CLEARINGHOUSE The What Works Clearinghouse (WWC), a branch of the U.S. Department of Education’s Institute of Education Sciences, reports sound evidence of Reading Recovery’s effectiveness. WWC reviews studies and research on education programs to identify which methods have research evidence to support claims of effectiveness. WWC applies rigorous standards to assess each program’s research and evaluate its evidence. It then reports:
Ratings of Effectiveness: Rates interventions as positive, potentially positive, mixed effects, no discernible effects, potentially negative, or negative.
Improvement Index: Represents the average expected difference between students who received the program and a comparable group who did not receive the program. (Scale -50 to +50)
STANDING UP TO SCRUTINY The Reading Recovery intervention research was reviewed in the What Works Clearinghouse beginning reading category. With five studies accepted, Reading Recovery has the highest number of qualifying studies of any beginning reading program reviewed to date by WWC. These studies included nearly 700 students from 46 schools nationwide.
RATING EFFECTIVENESS VS. UNASSISTED STUDENTS ALPHABETICS: POSITIVE EFFECTS (WWC)
FLUENCY: POTENTIALLY POSITIVE EFFECTS (WWC)
COMPREHENSION: POTENTIALLY POSITIVE EFFECTS (WWC)
GENERAL READING ACHIEVEMENT: POSITIVE EFFECTS (WWC)
THE BOTTOM LINE Reading Recovery received high ratings across all four domains – alphabetics, fluency, comprehension, and general reading achievement. In the beginning reading category, Reading Recovery’s rank for general reading achievement is the highest to date for any program reviewed.
INVEST IN THEIR FUTURE SUCCESS PROFESSIONAL DEVELOPMENT
WHOLE SCHOOL BENEFITS
For struggling students, the best investment is knowledgeable teachers.
Because of their deep understanding of literacy theory and practice, Reading Recovery-trained teachers and teacher leaders become experts for their schools and districts. Trained teachers typically work for part of the day in Reading Recovery and the other part day in another role. Each year, a typical Reading Recovery-trained teacher works with 8 Reading Recovery students and about 40 other students.
Teachers trained in Reading Recovery know what to do, why it works, and how to adjust their teaching based on a child’s capabilities and his needs. Why? That’s because training in Reading Recovery integrates both theory and practice. Reading Recovery-trained teachers achieve unparalleled results because they are part of a three-level literacy network that includes universities, teacher training sites, and schools. Faculty in 20 universities support teacher training sites in local schools and districts nationwide.
OTHER ROLES OF READING RECOVERY-TRAINED TEACHERS:
- Title I or Small-Group Reading Teacher
- Kindergarten Teacher
INITIAL TRAINING FOR READING RECOVERY TEACHERS INCLUDES:
- Shared Classroom Teacher
- Special Education Teacher
- A full academic year of weekly graduate-level course work.
- English as a Second Language (ESL) Teacher
- Teaching at least four first-grade children daily in individual 30-minute lessons.
- Staff Developer/Literacy Coach
- Keeping complete records on each child as a basis for lessons.
Ongoing professional development is a Reading Recovery requirement. After their initial year of training, Reading Recovery teachers in the U.S. participate in a minimum of six sessions a year. Published standards and guidelines assure fidelity of the teacher training and high-level teacher expertise for schools.
FROM BEHIND THE GLASS: Initial training and ongoing professional development in Reading Recovery include teaching, observing, and discussing lessons taught behind a one-way mirror.
“Unlike some literacy programs that do not live up to their advance billing, Reading
Recovery delivers the promised results. The research-based strategies have proven to be effective not only in teaching struggling youngsters to read, but in equipping them with reading skills that last over the years. That means dollars allocated for Reading Recovery are a beneficial investment of our instructional resources. ”
– J. ALVIN WILBANKS, CEO/Superintendent, Gwinnett County Public Schools, GA
WHEN WE WORK TOGETHER, THEY WIN READING RECOVERY AND RTI: A PERFECT FIT Response to intervention (RTI) is a framework to help schools identify and support struggling students before they are diagnosed with learning disabilities. This approach, enacted into law under the 2004 Individuals with Disabilities Education Act, allows schools to use 15% of their special education funding to implement RTI programs and practices. THE BENEFITS OF AN RTI APPROACH INCLUDE:
3. Proven effectiveness documented by research. Reading Recovery research evidence was strongest of any evaluated in USDE’s What Works Clearinghouse beginning reading category.
4. Expert teachers who can deliver high-quality instruction. Reading Recovery provides yearlong initial training and ongoing professional development for teachers, teacher leaders, and trainers.
5. Responsive and differentiated teaching to meet individual student needs. Reading Recovery-trained teachers carefully plan lessons and make informed and responsive teaching decisions based on each child’s competencies.
1. A systematic, comprehensive plan for literacy learning. As an intervention for first graders who struggle with early literacy learning, Reading Recovery plays an important role in many schools’ comprehensive literacy plans. Its specially trained teachers are also resources to other teachers and children in the school.
6. Ongoing progress monitoring throughout the intervention. Reading Recovery has a built-in system to record a student’s reading and writing behaviors daily, and update progress reports weekly.
2. Universal screening to determine which students need further intervention. Reading Recovery screening is a two-part process:
7. Fidelity measures to ensure that the intervention is implemented as intended. Intensive training for teachers, annual evaluation, and published standards and guidelines establish fidelity in Reading Recovery.
8. Close collaboration among stakeholders. Reading Recovery-trained teachers work closely with both classroom teachers and school teams to monitor progress and make instructional decisions about teaching and learning.
- Fewer inappropriate referrals to special education.
- Earlier intervention with students at risk of failure.
- Reduced inappropriate identification of children from minority groups in special education.
- Greater ongoing collaboration between general education and special education.
Reading Recovery is a powerful component for schools implementing RTI because it meets core features identified by leading education organizations.* AN RTI APPROACH INCLUDES :
- Classroom teacher rankings of literacy competencies for all students - Lowest-achieving students assessed using the six-part Observation Survey of Early Literacy Achievement
*Core features identified by The National Research Center on Learning Disabilities and the International Reading Association’s Commission on RTI.
“Reading Recovery allowed us to reduce the number of students
qualifying for RTI plans by 50% on average for Grades K through 3. ”
– RON MAROSTICA, Assistant Superintendent of Curriculum and Assessment, RE-1 Valley School District, CO
CASE STUDIES: LEARNING FROM OTHERS
WORKING TOGETHER: Reading Recovery-trained teachers work closely with school teams to monitor student progress.
RIVER VALLEY SCHOOL DISTRICT: WESTERN IOWA
FORT BEND ISD: SUGAR LAND, TX
The River Valley School District comprises four towns (Washta, Cushing, Correctionville, and Quimby) located in a rural region in western Iowa. The district receives Title I funds and provides targeted assistance to students in Grades K–6. Total enrollment is 461 students, and they are predominately White and English speaking. About half qualify for free or reduced-price lunch.
Fort Bend ISD is the seventh largest school district in Texas and one of the most culturally diverse. With over 69,000 students, 73 campuses, and a student body that speaks more than 90 languages, a strong RTI program is essential. For lowest-performing first graders, Reading Recovery and Descubriendo la Lectura (DLL—Reading Recovery in Spanish) are cornerstones of Fort Bend’s RTI program.
Valery Fuhrman, Curriculum Director for River Valley School District says, “Reading Recovery has provided so much for our school district. Our Reading Recovery students not only gain skills, but also confidence that they are good readers. Our district sees Reading Recovery teachers as experts in reading instruction and as persons who are up to date on the latest research in reading.”
Dr. Olwen Herron, Chief Academic Officer at Fort Bend ISD says, “We know the huge importance of all children learning to successfully read and write by the end of Grade 3. Not only is Reading Recovery a highly effective intervention within our RTI system, it is positively impacting classroom instruction.”
- 156 Reading Recovery students served over 18 years.
- 10,000 Reading Recovery and DLL students served over 18 years.
- In 2010-2011, 20% of lowest-performing first-grade students received Reading Recovery lessons.
- 80% of third-grade students met or exceeded standards for the Texas Reading Assessment.
- 100% of Reading Recovery students in 2010-2011 reached grade-level standard.
- Data show that Reading Recovery and DLL are closing the achievement gap among racial, ethnic, and economic groups.
WHEN A CHILD STRUGGLES TO READ, TAKE IT PERSONALLY. THEN TAKE ACTION. Call 614-310-READ (7323) or 877-883-READ (7323), or go online to learn how Reading Recovery can provide lasting results for children in your school.
Reading Recovery Council of North America 500 West Wilson Bridge Road, Suite 250 Worthington, OH 43085-5218