Reading Recovery is a first-grade literacy intervention program with notable short-term benefits, but there are sustainability studies that highlight inconclusive evidence of its enduring success. It was unclear if formerly enrolled Reading Recovery students continue to have long-term literacy skill retention after exiting the literacy intervention. The problem was essential to this rural district because Reading Recovery was costly to implement, and the literacy standardized test scores remained low. The purpose of this quantitative study was to determine if formerly enrolled Reading Recovery students had sustainable literacy skills. The theoretical framework was the literacy processing theory, which entails how emergent learners develop literacy processing systems. The research question was to determine if there was a significant difference in the Indiana Statewide Testing for Educational Progress standardized test scores between the 73 formerly enrolled and 38 nonenrolled students. The independent variable was enrollment in Reading Recovery, and the dependent variable was ISTEP+ standardized literacy scores. The independent sample t-test results showed no statistically significant difference in ISTEP+ standardized literacy scores. The results were the basis for the creation of the 3-day professional development training for educators in grades 2 and 3. The training will promote positive social change since it will support the continued literacy progress of formerly enrolled Reading Recovery students. Students with solid literacy skills will have better future employment opportunities and higher social engagement in American society.

The research study described in this report was conducted in 2007 at a Kindergarten to Year 12 College, situated in the remote Kimberley region of Western Australia. Using case study methods, this research aimed to examine the scaffolding techniques used by two Reading Recovery teachers as they supported the language and literacy learning of two Indigenous Reading Recovery students. And further, to examine the impact of this scaffolding on each student’s language and literacy learning. / Multiple data sets were collected and examined with results discussed throughout this study. Transcripts and direct quotes were used to support the reporting of emergent themes and patterns with the convergence of the data used to support the internal validity of this small scale study. / This paper takes the position that generalisations, assumptions and stereotypical negative images of Indigenous students as disengaged and noncompliant students can be curtailed when teachers acknowledge that Indigenous students are active language learners with rich cultural and linguistic ‘funds of knowledge’ (Moll & Greenberg, 1990). These funds can support students’ new learning of literate discourse which is defined and used throughout this study as: the language used in schools to read, write and talk about texts used for educational purposes. Significantly, difficulties Indigenous students experience with literate discourse have been identified as contributing to the educational underachievement of this group of Australian students (Gray, 2007; Rose, Gray & Cowey, 1998, 1999). / The findings from this small scale study indicate that within the context of Reading Recovery teaching, teacher-student interaction and contingent teacher scaffolding, centred on text reading and writing experiences can support Indigenous students to code-switch between home languages and dialects, Standard Australian English and literate discourse.

Using a grounded theory approach to investigate the multidimensional reflections of two Reading Recovery teachers, this inquiry responds to calls for research on reflection and provides information for the field of education in understanding the nature of teachers’ reflections and how they inform teaching practices. Reading Recovery is a progressive intervention program which brings the lowest performing readers and writers to average levels of achievement in twelve to twenty weeks through daily, thirty minute one-on-one tutoring sessions that follow the same lesson pattern daily. Reading Recovery teachers are carefully trained to use reflection to design, implement, and observe children’s reading and writing practices to accelerate their reading and writing skills. To investigate the nature of participants’ reflections and how those reflections informed their teaching practices the data sources, collected over eight weeks, for each participant included field notes from seventeen observations, two semi-structured interview transcripts, thirty-six course documents, and two member checks transcripts. Open coding, memoing, and axial coding were used to examine all data sources. Further, each of the three dimensions of reflection, time, type, and context, were accounted for to fully explore participants’ reflections. Three interrelated major themes connected to the nature of Reading Recovery teachers’ reflectivity and practice were identified: (1) participants’ reflections are situated within the contextual framework of Reading Recovery and inform practices by serving as a roadmap to scaffold individualized instruction and examine personal philosophies of teaching and instructional assumptions; (2) Teacher identity as a reflective practitioner is a natural outcome participants and fosters the interconnectedness of practice and automaticity in their reflective practices; and (3) Systematic observations of the child during instruction focus on actions of the child and themselves as a teacher and serve as a trigger for reflection in a data-driven response sequence linking theory to practice. This study offers insight into how reflective practices of teachers of reading may be fostered through teacher education and into their own teacher development by linking their theoretical perspectives to their teaching practices.

Thesis (M.Ed.)--Memorial University of Newfoundland, 2002. / Bibliography: leaves 153-165.

Det övergripande syftet med vår studie är att undersöka hur intensiv lästräning under en sexveckorsperiod kan påverka ordavkodningsförmågan samt ta del av elevernas upplevelser av det arbetet. Våra frågeställningar är: I vilken utsträckning utvecklas elevernas ordavkodningsförmåga under sexveckors intensiv lästräning? Hur upplever eleverna det intensiva tidsbegränsade insatserna? Vilka tendenser kan vi se beroende på om eleverna genomför intensiv lästräning individuellt eller i liten grupp? I vilken utsträckning utvecklas de elever som också låg under TIL:s gränsvärde, men som inte genomförde intensiv lästräning? Mycket av tankarna inom intensiv lästräning återfinns inom den sociokulturella teorin där inlärning sker i samspel med någon annan, samt inom elevens proximala utvecklingszon. Vår studie har både kvalitativ och kvantitativ forskningsansats, eftersom vi har genomfört halvstrukturerade elevintervjuer samt tagit del av testresultat. Resultatet visar efter genomgången intensiv lästräning att samtliga elever ökat sin ordavkodningsförmåga samt stärkt sin självkänsla som läsare. De elever som inte genomförde intensiv lästräning hade också ökat sin ordavkodningsförmåga, men inte i samma utsträckning. Vi såg inga tydliga tendenser beroende på om eleverna genomförde intensiv lästräning individuellt eller i liten grupp. Vår slutsats är att det är viktigt med tidig upptäckt för att kunna förebygga och åtgärda läs- och skrivsvårigheter, innan eleven utvecklar en negativ självbild som läsare.

No description available.

This instructional study of fostering student independence while teaching them to read revealed how first grade students develop independent reading behaviors during their 18-22 weeks of instruction. The observations were made of three Reading Recovery teacher/student dyad behaviors during three videotaped lessons; one in the beginning of instruction, one near the middle of instruction and the last just before the students discontinued from their respective programs. Individual units of reading behaviors were identified and labeled as assisted, assisted dependent, assisted independent, or independent based on specific behaviors observed when miscues occurred. The questions guiding the study were directed at student behaviors, teacher behaviors, and student changes over time. The data collected comprised transcripts of the taped sessions, daily lesson plans, running records, and results from scheduled Observation Survey assessments. The concept of independence was discussed as (1) a disposition for independence, (2) functional independence, (3) independence as a self-regulatory behavior, and (4) examples of how children contribute to and extend their learning independently. When they began, the students, Title I students, were among the bottom 10% of readers in their classrooms. When they discontinued (graduated), they functioned as average readers in their classrooms. When the students were assessed again in June after Reading Recovery lessons had ended, they had maintained their gains. In addition each student had acquired an expanding disposition of independence that is expected to be maintained as learning continued. The findings suggest that fostering independence in tutorial settings accelerates learning and enables students to become average readers. / Ed. D.

<p>Reading Recovery är ett vida spritt, individcentrerat men reproducerbart program för de svagaste eleverna efter sitt första skolår. Reading Recovery har sitt ursprung på Nya Zeeland, där professor Marie Clay med kollegor med början under 1970-talet bedrev omfattande läsforskning.</p><p>Den enskilda undervisningen sker enligt en strukturerad lektionsram under 30 minuter dagligen. Programmet bygger på genomgripande utbildning och kontinuerlig fortbildning av redan framgångsrika grundskollärare för att rusta dem för att fatta individuella, pedagogiska beslut med syfte att accelerera läs- och skrivinlärningen hos de utsedda barnen. Eleverna stimuleras att lära sig läsa och skriva genom att främst läsa korta, intresseväckande böcker samt engageras i anslutande skrivande. Betoning ligger på att eleverna ska bli självständiga och utveckla metakognitiva strategier. Elever väljs ut till Reading Recovery genom klasslärarens rekommendation samt utifrån elevens resultat på en omfattande serie tester inom den s.k. Observation Survey of Early Literacy Achievement; en observation av den tidiga läs- och skrivförmågan. Vanligtvis erbjuds Reading Recovery-undervisning till de 20 procent på respektive skola, vilka uppnått lägst resultat på ovanstående tester. Det grundläggande syftet med programmet är att reducera antalet elever med grava svårigheter att utveckla läs- och skrivförmåga samt att minimera kostnaden för deras utbildning.</p><p>En majoritet av eleverna i Reading Recovery når avsedda mål och i internationella jämförelser ligger Nya Zeeland vanligen bland de högst rankade länderna i läsning. Samtliga av mina respondenter vittnade om de stora fördelarna med Reading Recovery. Enligt mina observationer stämmer pedagogernas faktiska utförande väl överens med programmets ursprungliga teoribas.</p> / <p>Reading Recovery is a widely disseminated, replicable, early intervention program for the lowest performing first-grade students. Originally, Marie Clay and colleagues constructed Reading Recovery in New Zealand on the base of broad research from the 1970’s and onwards. It utilizes a uniform lesson framework and extensive professional development to help already successful teachers make individual, instructional decisions designed to accelerate the literacy learning of the selected children within one-to-one, 30-minute daily lessons. The children are stimulated to learn to read and write by reading and writing. Short stories are used and writing activities are connected to reading. Emphasis is on teachers guiding children to be independent and learn metacognitive strategies.</p><p>Reading Recovery students are identified for services based on teachers’ recommendations and the students’ performances on the Observation Survey of Early Literacy Achievement, with a number of wide-ranging assessments. Usually, students who score at or below the 20th percentile on the survey at a particular school are provided the intervention.</p><p>The fundamental purpose of the program is to reduce the number of students who have severe difficulty developing literacy skills and to reduce the cost of educating them. A majority of the Reading Recovery students do reach the intended goals and in international comparative studies New Zealand usually is among the top ranking countries in reading.</p><p>All my interviewees testified of the great advantages of Reading Recovery and, according to my conclusions, actual practice is well correlated with theory.</p>

<p>Syftet med studien är att undersöka, beskriva och problematisera Reading Recovery samt att ta reda på varför två nyzeeländska skolor har valt att behålla respektive sluta med programmet. Undersökningen baseras på fyra kvalitativa intervjuer samt en kvalitativ observation, vilka skedde på två skolor där den ena slutade med Reading Recovery för några år sedan och där den andra skolan fortfarande använder programmet. Undersökningen syftar inte till att jämföra de båda skolornas språkundervisning, utan till att ge en bild av hur det kan fungera på en nyzeeländsk skola. Intervjuerna ägde rum på Nya Zeeland och de intervjuade hade olika anknytning till Reading Recovery. I uppsatsens bakgrundsdel beskrivs den tidigare forskningen om uppsatsens tre grundteman, det nyzeeländska skolsystemet, språkpedagogik samt stödundervisning. I resultatet sammanfattas de intervjuades svar kring de tre huvudteman samt dess underteman. De intervjuade som arbetar på skolan som har Reading Recovery berättar här hur klassrumsundervisningen ser ut hos dem och Reading Recovery-läraren ger sin bild av yrket. Två av de som intervjuas arbetar som SENCO, vilket betyder att de koordinerar och ansvarar för de två skolornas specialpedagogiska insatser. De två personerna berättar om sina och deras skolors syn på programmet. Genom undersökningen framkommer att kostnaden för den 1:1-undervisning som sker i Reading Recovery är ett starkt själ för skolor att inte använda programmet.</p> / <p>The purpose of this essay is to explore, describe and problematize the Reading Recovery Programme and to find out why two New Zealand schools have chosen to keep or discontinue the program. The study is based upon four qualitative interviews as well as a qualitative observation, which took place in two schools. One of the schools stopped using Reading Recovery a couple of years ago, on the other school the program is still in progress. The aim of the study isn’t to compare the both school’s literacy programs, but to picture how these programs may work. The interviews took place on New Zeeland and the respondents were, or had been, in one way or another involved in the Reading recovery program. Earlier studies are presented in the theory chapter of this essay and contains; the New Zeeland school system, literacy education and special needs education. These three subjects is forming the main themes for this essay. The respondent’s answers regarding these themes and sub themes are summarized in the results part. The respondents at the school with a currently active Reading Recovery program tells us about how the classroom education works, and the Reading Recovery teacher gives us her point of view about the profession. Two of the respondents work’s as Special Education Needs Coordinators (SENCO), which means, they coordinate and are responsible of the two schools special needs education efforts. These SENCO´s gives us theirs and their schools views on the program. Thru the study it is imminent that the cost of the 1:1 education used in the Reading Recovery program is a strong reason for schools not using the program.</p>

Reading Recovery är ett vida spritt, individcentrerat men reproducerbart program för de svagaste eleverna efter sitt första skolår. Reading Recovery har sitt ursprung på Nya Zeeland, där professor Marie Clay med kollegor med början under 1970-talet bedrev omfattande läsforskning. Den enskilda undervisningen sker enligt en strukturerad lektionsram under 30 minuter dagligen. Programmet bygger på genomgripande utbildning och kontinuerlig fortbildning av redan framgångsrika grundskollärare för att rusta dem för att fatta individuella, pedagogiska beslut med syfte att accelerera läs- och skrivinlärningen hos de utsedda barnen. Eleverna stimuleras att lära sig läsa och skriva genom att främst läsa korta, intresseväckande böcker samt engageras i anslutande skrivande. Betoning ligger på att eleverna ska bli självständiga och utveckla metakognitiva strategier. Elever väljs ut till Reading Recovery genom klasslärarens rekommendation samt utifrån elevens resultat på en omfattande serie tester inom den s.k. Observation Survey of Early Literacy Achievement; en observation av den tidiga läs- och skrivförmågan. Vanligtvis erbjuds Reading Recovery-undervisning till de 20 procent på respektive skola, vilka uppnått lägst resultat på ovanstående tester. Det grundläggande syftet med programmet är att reducera antalet elever med grava svårigheter att utveckla läs- och skrivförmåga samt att minimera kostnaden för deras utbildning. En majoritet av eleverna i Reading Recovery når avsedda mål och i internationella jämförelser ligger Nya Zeeland vanligen bland de högst rankade länderna i läsning. Samtliga av mina respondenter vittnade om de stora fördelarna med Reading Recovery. Enligt mina observationer stämmer pedagogernas faktiska utförande väl överens med programmets ursprungliga teoribas. / Reading Recovery is a widely disseminated, replicable, early intervention program for the lowest performing first-grade students. Originally, Marie Clay and colleagues constructed Reading Recovery in New Zealand on the base of broad research from the 1970’s and onwards. It utilizes a uniform lesson framework and extensive professional development to help already successful teachers make individual, instructional decisions designed to accelerate the literacy learning of the selected children within one-to-one, 30-minute daily lessons. The children are stimulated to learn to read and write by reading and writing. Short stories are used and writing activities are connected to reading. Emphasis is on teachers guiding children to be independent and learn metacognitive strategies. Reading Recovery students are identified for services based on teachers’ recommendations and the students’ performances on the Observation Survey of Early Literacy Achievement, with a number of wide-ranging assessments. Usually, students who score at or below the 20th percentile on the survey at a particular school are provided the intervention. The fundamental purpose of the program is to reduce the number of students who have severe difficulty developing literacy skills and to reduce the cost of educating them. A majority of the Reading Recovery students do reach the intended goals and in international comparative studies New Zealand usually is among the top ranking countries in reading. All my interviewees testified of the great advantages of Reading Recovery and, according to my conclusions, actual practice is well correlated with theory.