Reading RecoveryŽ is an early literacy intervention model for first graders at risk of failure in learning to read and write.  It was developed by Professor Marie Clay of New Zealand, and is promoted by the National Diffusion Network (a federal agency that disseminates information about outstanding educational programs).

Key strategies of Reading RecoveryŽ include:

• Intervene early to prevent the need for remedial work later
• Design individual instruction that targets student strengths and needs
• Develop instruction that is focused and intensive (12-20 weeks, 30 minutes a day)
• Promote independent reading and self-esteem
• Establish reading-writing connections using a balanced approach that includes phonemic awareness and phonics
• Nurture a partnership of trust between student and teacher

Reading RecoveryŽ has been shown to be cost effective.  Analyses show that Reading RecoveryŽ is less expensive over time, than remedial programs in Special Education or Title 1.

After 20 years of implementation in the United States, 80% of all students who complete the full 12-20 week series of lessons, and about 59% of all students served (regardless of the number of lessons) can read and write at the average of their class.

Reading RecoveryŽ in Region II

Reading RecoveryŽ was first implemented in Migrant Education - Region II in the 1993-1994 school year as part of a Program Improvement Project grant.  Teachers from several school districts in the counties of Butte, Colusa, Plumas, Sutter and Tehama have been trained by a Migrant Education Reading RecoveryŽ Teacher Leader.  In 1995, Reading RecoveryŽ was extended to include Modoc and Siskiyou counties.

A Teacher Leader may train up to twelve district teachers per year (applications are available; see link below).

• 2006-07 Teacher in Training Application Packet

There are also staff development scholarships available this year for schools in Area 4 with a substantial number of migrant students in K-3.  For more info contact: bpeterso@bcoe.org
 

Reading RecoveryŽ Teachers

Reading RecoveryŽ teachers in training participate in a year-long training program that includes observation and assessment, development of individual lessons, and supervised teaching.  Teachers work individually each day with three-four students at the school site.

Prerequisite:   Teaching credential and experience teaching reading in the primary grades
Coursework:   3 units each semester
Assessment
Training:         2 units
Total:             8 semester graduate units

Elements of Reading RecoveryŽ

• Reading RecoveryŽ is an early intervention program that supports accelerated learning.
• Reading RecoveryŽ serves the lowest achieving children.
• Reading RecoveryŽ is effective with diverse populations.
• Children develop a self-extending system of learning to read and write.
• Reading RecoveryŽ teachers serve children as part of their training.
• Reading RecoveryŽ provides continuous professional support for teachers.
• All Reading RecoveryŽ teachers, teacher leaders, and trainers work with children daily.
• Program success is directly tied to student performance.
• Reading RecoveryŽ is cost-effective.
• Reading RecoveryŽ is a non-profit program.

For More Information

Contact:
Debra Burgess, Associate Director
392 Connors Court, Suite D, Chico, CA  95926
Phone: (530) 879-7500 ext. 105
Fax: (530) 879-7501
Email: dburgess@bcoe.org