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Inquiry and Technology Presentation for EDR 343: Reading Recovery

Inquiry and Technology Presentation for EDR 343: Reading Recovery. Marcia Durish University of Michigan-Flint April 10 th 2013. Overview of Reading Recovery.

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Inquiry and Technology Presentation for EDR 343: Reading Recovery

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  1. Inquiry and Technology Presentation for EDR 343: Reading Recovery Marcia Durish University of Michigan-Flint April 10th 2013

  2. Overview of Reading Recovery Quote from Reading Recovery founder Marie Clay (1998): “Reading Recovery has a clear goal: to dramatically reduce the number of first grade students who have extreme difficulty with literacy learning (reading and writing) and to reduce the cost of these learners to educational systems.” • Developed in New Zealand by Marie Clay • Implemented 29 years ago in 1984 • Operates in most states in the US • Utilized by The Bureau of Indian Affairs Schools, • Operates in Canada, the United Kingdom, and Australia • Scientifically based literacy instruction • Available in Spanish Reading Recovery is short term intervention of one-to-one tutoring which serves the lowest achieving first-graders Common Core Standard that encompasses what is taught during Reading Recovery Instruction for First-grade Students: R.MT.01.01 self-monitor comprehension by recognizing when meaning is breaking down and use simple fix-up strategies including making credible predictions based on a preview of the book cover and pictures to increase comprehension when reading or listening to text. You can learn more details about Reading Recovery by visiting readingrecovery.org (RRCNA. 2012)

  3. Description of Reading Recovery: • Individual one-to-one differentiated literacy instruction for at-risk first graders • Receiving daily half-hour lessons for 12 to 20 weeks (30-50 hours of instruction) • Specially trained Reading Recovery teacher • Researched-based instruction • Screening and daily progress monitoring • Careful observation and systematic recording of behaviors informs daily teaching decisions • Collaboration with classroom teacher • Lessons are discontinued when student meets grade-level expectations • Then a new at-risk students begin instruction • Can be successful with diverse populations. (Cox & Hopkins, 2011)

  4. Reading Recovery Training for Teachers: • Teacher has a record of successful teaching experience with young children • Full academic year of Reading Recovery professional development • Under the guidance of a registered Reading Recovery teacher leader who makes at least four visits during the school year to observe the teacher-in-training once she/he is implementing Reading Recovery lessons • An intensive week of assessment training to learn to administer, score, and interpret the Observation Survey • Teachers actively participate in weekly classes while applying their learning by teaching four children one-on-one on a daily basis • Reading Recovery teachers work only part of the day in one-to-one Reading Recovery lessons (Cox & Hopkins, 2011) Here is a model example of a Reading Recovery lesson: http://www.youtube.com/watch?v=M0RSHM_x664 (NewbubblesLtd., 2012) Explanation of Reading Recovery’s professional development: http://www.youtube.com/watch?v=llXUtdQYRa8 (FernAvery, 2007)

  5. Reading Recovery Assessments: The main assessment instrument for Reading Recovery is labeled the Observation Survey. This teacher-administrated standardized assessment is performed three times during the school year: • Before entering intervention • Exiting the Reading Recovery program • End of the school year(this done by another teacher) The Observation Survey measures six literacy tasks: • Letter Identification • Word Test • Concepts of Print • Writing Vocabulary • Hearing and Recording Sounds in Words • Text Reading (RRCNA, 2012) Other literacy assessment tools that are used regularly and systematically to observe change over time for these low-achieving first graders in regards to their literacy development are: • Daily Running Records • Daily Lesson Records • Writing Books • Weekly Records of Text Reading Levels • Weekly Records of Reading and Writing Vocabulary (Cox & Hopkins, 2011)

  6. How Reading Recovery Strategies Can Enhance RTI Instruction As Well As The Typical Classroom Setting: Reading Recovery shares many RTI ideologies for struggling readers: • Early identification of reading difficulties • Progress monitoring • Placement • Intensive, expert one-on-one instruction delivered with a high degree of fidelity The fundamentals of Reading Recovery can be assistance and guide the classroom classroom teachers with reading instruction; to ensure that students have the opportunity to accelerate in their own reading development: • Take time to assess students’ reading strengths and needs yourself, by using informal and formal assessments • Monitor, record, and reflect on students’ reading behaviors and growth individually as well as in reading groups to gain valuable information on which reading concepts need attention • Organize reading instruction for student reading groups based in similar needs • Document how students respond to assessment and instruction • Reflect on your instructional practices regards to performance to allow for growth in reading assessment and instruction (Mokhtari, Porter & Edwards, 2011)

  7. Shortcomings of Reading Recovery Reading Recovery is founded on the notion that learning takes place in social context with scaffolding from adults and that the child is the problem-solver who discovers that the key to reading is in using multiple cueing systems. Despite favorable findings for RR by those involved in the program, several critiques of the program have surfaced: • Students in the traditional RR program receive more instructional time than other students in other treatment conditions • In an independent evaluation of RR by Shannahan and Barr (1995) cited several other research design features that should be included in evaluation of early intervention program but are lacking in RR: • Controls for regression to the mean • Examination of the reading abilities of students who were not successful in RR • Enrollment of students late enough in first grade to permit stable identification of reading difficulties Children at risk for reading failure benefited from intensive tutoring experiences. The average effect size was above 1.0 and was quite varied. The variability was likely because of differential tutor effectiveness. Although one-to-one tutoring appeared to be highly effective, several small-group programs had positive results and represent less expensive alternatives for schools with a high percentage of at-risk children. (Leslie & Allen, 2011)

  8. Reading Recovery Lesson Components Acceleration is a Key Goal of Reading Recovery Children are expected to make faster progress that the average first grader in order to catch up. To accomplish this goal the daily 30-minute one-on-one lessons are the core of Reading Recovery There are six components are designed to connect reading and writing: • Rereading familiar text • Reading the previous day’s new book • Word work which includes letter identification, breaking words apart, words in isolation • Writing a message or story • Reassembling a cut-up story • Introducing and reading a new book All RR lessons have the same components yet, each component is individually designed by the RR teacher to reflect increasing difficulty and challenges to simultaneously meet the moment-to-moment needs of the learner based on the child’s responses during the lesson. (Cox & Hopkins, 2011)

  9. References: Articles Cox, B., & Hopkins, C. (2011). Building on theoretical principles gleaned from reading recovery to inform classroom practice. Reading Research Quarterly,41(2), 254-267. doi: 10.1598/RRQ.41.2.5 Leslie, L., & Allen, L. (2011). Factors that predict success in an early literacy intervention project. Reading Research Quarterly, 34(4), 404-424. doi: 10.1598/RRQ.34.4.2 Mokhtari, K., Porter, L., & Edwards, P. (2011). Responding to reading instruction in a primary-grade classroom. The Reading Teacher, 63(8), 692-697. doi: 10.1598/RT.63.8.9

  10. References: Technology FernAvery. (2007). Reading recovery professional development [Web]. Retrieved from http://www.youtube.com/watch?v=llXUtdQYRa8 NewbubblesLtd. (2012). Series: Ks1/2 english episode 2[Web]. Retrieved from http://www.youtube.com/watch?v=M0RSHM_x664 RRCNA. (2012). Reading recovery basic facts. Retrieved from http://readingrecovery.org

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