Consulting Services - Professional Development for School Staff

About	Teachers	Principals	Parents	Schools	Contact

About...
The Goal What? Who? How? Positive Outcomes Professional Development History of Success Research Frequently Asked Questions Reading Recovery Council of North America More About Dr. Marie Clay Lessons
The Goal
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 reduce the cost of these learners to educational systems.
What?
Reading Recovery is a highly effective short-term intervention of one-to-one tutoring for low-achieving first graders. The intervention is most effective when it is available to all students who need it and is used as a supplement to good classroom teaching.
Who?
Reading Recovery serves the lowest-achieving first graders—the students who are having difficulty with the complex set of concepts that make reading and writing possible.
How?
Individual students receive a half-hour lesson each school day for 12 to 20 weeks with a specially trained Reading Recovery teacher. As soon as students can meet grade-level expectations and demonstrate that they can continue to work independently in the classroom, their lessons are discontinued, and new students begin individual instruction.
Positive Outcomes
Since 1996 when Reading Recovery began in Edmonton Public Schools, approximately 80% of students who complete the full 12- to 20-week intervention can meet grade-level expectations in reading and writing. Follow-up studies indicate that most Reading Recovery students also do well on standardized tests and maintain their gains in later years. Students who are still having difficulty after a complete intervention are commended for further evaluation. Recommendations may be made for future support (e.g., classroom support, special needs referral). This category represents a positive, supportive action on behalf of the child and the school. Diagnostic information from Reading Recovery is available to inform decisions about future actions.
Professional Development
Professional development is an essential part of Reading Recovery, utilizing a three-tiered approach that includes teachers, teacher leaders, and university trainers. Professional development for all Reading Recovery professionals begins with a year of study and continues in subsequent years. With the support of the teacher leader, Reading Recovery teachers develop observational skills and a repertoire of intervention procedures tailored to meet the individual needs of at-risk students.
History of Success
Reading Recovery has a strong tradition of success with the lowest-achieving children. Developed in New Zealand 30 years ago, Reading Recovery now also operates in the United States, Canada, the United Kingdom, and Australia.
Research
Many districts report Reading Recovery is less expensive than retention or special education services. Askew (2000) Full implementation of Reading Recovery was a key strategy in increased student achievement in York Region. Sharratt & Fullan (2006) Reading Recovery teachers with their extensive training in literacy learning and intervention are able to coordinate the work of a school literacy team. Hill & Crevola (2000) How Much Evidence Is Enough Evidence? by Richard L. Allington What Works? Reading Recovery: Analysis of the What Works Clearinghouse Report by Robert Schwartz, Billie Askew, and Francisco Gómez-Bellengé Scholars and Experts Write About Reading Recovery

Questions?Please contact Christine Fraser, Bonnie Lebowitz, and Mary Kennedy, Reading Recovery Consultants.