Reading Recovery
Reading Recovery is a reading intervention program developed by Dr. Marie M. Clay of New Zealand. Unlike most reading intervention programs, Reading Recovery is a non-profit, royalty free company that is run out of universities in the United States. Unlike its scripted counterparts such as WRS mentioned above, the Reading Recovery system was designed to be used one to one as a way to meet a student’s individual needs. Since this is not a scripted program and is instead intended to be designed for each student, the teacher is left to decide, after initial testing, what instruction the student most needs, the teacher then chooses among a variety of categories including phonemic awareness, phonics, vocabulary, fluency, comprehension, …show more content…
The school district must provide teachers with a salary while they spend a year being trained at a local university before starting the program. Schools must also invest in a room with a one-way mirror to further train other teachers within the school via observation. These additional requirements of the program can be seen as both a strength and weakness of the Reading Recovery System. Although you are assured trained professionals and a school that is invested in the success of students, this also creates a barrier for schools that are high poverty and rural. These schools are usually the ones that need successful intervention programs the most. Many schools cannot afford to send teachers away for a year and in more rural areas, most teachers are not able to travel extensively for training or move their lives to a University for a year.
Another strength of the RR program is that interventionists can tailor the program to their specific student. Reading Recover lessons are kept to 30 minutes, therefore keeping student attention on the task at hand instead of a longer lesson in which student’s minds can wander. Children are encouraged to construct their own understanding of words, texts and passages, as well as extend their learning through oral responses and written responses. Reading Recovery also works through the tailored program to build on student’s …show more content…
As students are able, they begin to read new books that they can now decode because of phonics instruction and practice their fluency with familiar books before moving into writing about what they have read. This gives a well-rounded approach to literacy instruction. During each lesson students are given time to work on manipulating words and letters with tiles, as well as learning how to verbally manipulate sounds (phonemic awareness). Reading Recovery lessons help students become text problem solvers by creating within them a purpose for reading. Students begin comprehending as they problem solve the text and then move into becoming more fluent as the text becomes familiar to them. This system is effective in helping students catch up to their peers, learn additional strategies to use in the classroom and become students that are responsible for their own education pursuits.
Most Effective Tier Reading Recovery would be most effective as a Tier 3 intervention. Individual students needs are assessed and each student is worked with on their instructional level. This is also a short-term program that progress monitors at weeks 12 and 20 with informal monitoring between these dates. If the student has made no sufficient progress at the end of 20 weeks they will be referred for further evaluation. This models the Tier 3 process and would give students