Conferences & Additional Resources

EDT 606: Team C

National Conference The annual National Reading Recovery & K -6 Classroom Literacy Conference offers high-quality professional development from the nation's leading early literacy experts. More than 100 sessions focus on literacy instruction and quality children's literature. Teacher Leader Institute & Leadership Academy The annual Teacher Leader Institute provides professional development for teacher leaders with sessions that focus on the interlocking components that make Reading Recovery and DLL work effectively. The Institute is combined every other year with the Leadership Academy in the Washington, DC area, with a focus on leadership development and strengthening early literacy interventions. This conference will be held June 12-15, 2013. Regional & International Conferences Regional conferences are planned and sponsored by state and regional Reading Recovery personnel and by university training centers. Registration and additional information is available from contacts listed. The International Reading Recovery Institute is held every 3 years. The next Institute will take place in Sydney, Australia.

Evaluation of Reading Program: RRCNA

Click the image above to view a video from RRCNA

Website: www.readingrecovery.org Main Office 500 W. Wilson Bridge Rd. Suite 250 Worthington, OH 43085

Included in this Brochure...

Jady Johnson
Executive Director
jjohnson@readingrecovery.org

Components of the program The programs goals and instructional emphasis The programs intended audience The instructional models used The curriculum content The wider implications for the classroom/school use The programs technology requirements Professional development provided Program costs
Team Members: Heather Cunningham, Rosemary Sirmans, Katie Krupp, Kimberly Beckman, Amie McCall, Jessica Markus, & Janice Matlon

Early Literacy Resources Free webcasts, videos, reports, and presentations to strengthen early literacy outcomes with students; developed in partnership with the U.S. Department of Education Online Learning Live webinars and on-demand webcasts on a wide range of Reading Recovery and early literacy topics; low-cost, highquality content for individual learning or small groups Literacy Library Center for Early Literacy Information (CELI) online searchable library of early literacy articles and information; includes published research, peer -reviewed papers, books and book chapters, studies, links to full text articles and other resources Listening Library Audio recordings on topics of interest to Reading Recovery and early literacy professionals; new content added monthly (members only) Journals Literacy Teaching and Learning research journal; The Journal of Reading Recovery practitioner's journal (members only); bibliography search of all Council publications (members only)

614-310-READ (7323)

Use a QR reader or visit www.readk3.weebly.com for a digital copy of this brochure and other reading intervention resources.

Components of the Program:

This is a program for first grade students. It consists of 30 minute sessions lasting 12-20 weeks (Reading Recovery Council , 2013).
Early intervention is the key to reading success!

After intervention, about 75% of previously low achieving students reach grade level reading.

The programs intended audience Reading Recovery is a short-term intervention for first graders having extreme difficulty with early reading and writing. Reading Recovery's founder Dr. Marie Clay says that "If we can detect the process of learning to read "going wrong" within a year of school entry, than it would be folly to wait several years before providing children with help." The instructional models used The instructional model used in Reading Recovery is one-to -one instruction between a student who is a struggling reader and a highly trained teacher. The teacher creates opportunities for the child to problem solve and provides just enough support to help the child develop strategic behaviors to use on texts in both reading and writing (Lesson Content). This indicates that cooperative learning is also used, as there is interaction between the student and teacher. The teacher is not giving the student instruction directly and is instead working with him or her to facilitate learning. Although this model is usually done in small teams of students, it can be classified as cooperative. The curriculum content Reading Recovery covers different aspects of the reading and writing processes. The main areas covered that can support comprehension are: phonological awareness, visual perception of letters, word recognition, word analysis, structural analysis, phrasing of fluent reading. There are many ideas of how a lesson can look in the classroom when this is implemented into the classroom. Sample lesson ideas are follows: rereading familiar books, taking a running record, letter identification or word analysis, writing a story, cut up sentences, new book introduced, new book attempted. The wider implications for the classroom/school use Classrooms that do not normally include factors from the Reading Recovery Program can use these steps to guide their instruction more towards this goal. Some of these are on a daily basis and some can be used sporadically. scaffolding desired reading behaviors one-on-one tutorials with students focusing on interdependent reading first (supported by peer-to-peer reading and student-teacher reading) small group reading instruction with constant assessment continuous and constant assessment variety of grouping formats to aid in instruction embedded word study for students strengthening home and school connections

Students are assessed using Clays Observation Survey (Clay, 2002, 2005) at the beginning and end of the intervention and also the end of the school year. This measures six literacy tasks including: concepts about print, letter identification, a word test, writing vocabulary, hearing and recording sounds in words and text reading. The lesson structure involves rereading familiar books after which the teacher and student engage in letter identification or word analysis (Caldwell, 2009, p. 28). The teacher and student then engage in writing a sentence or story. The teacher cuts up the story, and the student puts the story back together and reads it. At the end of the lesson a new book is introduced (Caldwell, 2009, p. 28). Learning about letter/sound relationships is present in all lessons. Children are taught to hear and record sounds and to work with spelling patterns so that decoding is purposeful and students read fluently (Reading Recovery Council , 2013). The programs goals and instructional emphasis The goal of Reading Recovery is to dramatically reduce the number of first grade students who have extreme difficulty learning to read and write and to assess students' strengths and weaknesses to develop teaching strategies to accommodate the students' needs. Within 12-20 weeks of Reading Recovery, 75% of students will have reached the average level of their classmates in reading and writing. Additionally, identify students who need further evaluation after the program is completed. The instructional emphasis of the program is to identify children who need help in the early years when the learning gap between low achievers and average achievers is still comparatively narrow by teaching them to use the skills and strategies successful readers use, emphasizing meaning and structure with as much phonetic instruction as they need to ensure understanding.

The programs technology requirements Reading recovery requires no technology requirements during lesson. Webinars, webcasts, DVDs, and CDs are available for professional development training. RRCNA offers low-cost, high-quality webinars and webcasts offer professional development opportunities from the comfort of your own home or office. Education experts share their knowledge on a wide range of early literacy and Reading Recovery topics. All live webinars are recorded for later viewing as on-demand webcasts great for individual learning or for small groups. Professional development provided In the United States, Reading Recovery is a three-tiered collaboration that includes universities, teacher training sites (often operated by school districts or a consortium of districts) and schools. About 20 universities in the U.S. oversee the professional development and implementation of Reading Recovery. School administrators who want to adopt Reading Recovery and provide professional development for their teachers will either establish their own teacher training site, or affiliate with a site nearby for teacher training. Teacher training sites must have one or more Reading Recovery teacher leaders who have been trained for an academic year at a university training center in the United States or the Canadian Institute of Reading Recovery in Canada. Sites will train a teacher leader or secure access to a trained teacher leader who provides initial training and ongoing professional development for Reading Recovery teachers. The site must also equip a room with a one-way mirror and sound system to provide initial training and ongoing development for teachers. Program costs A not-for-profit association: Reading Recovery is available on a nonprofit, no Line royalty Address 2 basis to schools and districts that agree to operate to established standards Address Line according 3 and guidelines. The costs Address Line 4 include professional development for teacher leaders and teachers, materials and supplies, and evaluation. Phone: Materials and supplies: Reading Recovery requires an Fax: 614-310-7345 extensive collection of short books (usually paperback) E because children read a new book each day one that has been carefully selected by the teacher to support expanded reading skills. The initial purchase of nonbooks is about $2,500 per year. Other costs include professional books, materials, and supplies, a magnetic board, easel, magnetic letters, and erasable white board.
RRCNA

Works Cited: Caldwell, J.S. & Leslie, L. (2009). The structure of intervention sessions. In J.S. Caldwell & L. Leslie (Eds.) Intervention strategies to follow informal reading inventory assessment: So what do I do now? (3rd ed.) (pp. 25-42). Boston, MA: Pearson Education, Inc. Pearson Reading recovery (2013). Reading Recovery Council of North America. Retrieved from http://readingrecovery.org Farand, N. (December 2010). Reading Recovery Presentation. Prezi Inc. Retrieved from http://prezi.com/ha-75brkjvfe/reading-recovery-presentation/ Reading Recovery Council of North America (2013). Essential Components. Retrieved from http://readingrecovery.org/reading-recovery/teaching-children/early-literacy-learning Farand, N. (December 2010). Reading Recovery Presentation. Prezi Inc. Retrieved from http://prezi.com/ha-75brkjvfe/reading-recovery-presentation/ FernAvery. (2007, November 28). What is Reading Recovery? [video file]. Retrieved July 18, 2013, from http://www.youtube.com/watch?v=YXxM2JVxJKY. NSW Schools. (2010) Reading Recovery. [Brochure] New South Wales: NSW Schools. Retrieved from http://www.curriculumsupport.education.nsw.gov.au/earlyyears/reading_recovery/pdf/trifold.pdf Long Beach United School District. (2007) My Reading Recovery Lesson Plan. Retrieved July 18, 2013, from http://www.lbschools.net/Main_Offices/Curriculum/Services/Reading_Recovery/pdf/MyReadingRecoverLesson.pdf