Project for Grad School

1. Program Analysis
Project Part A
The Reading Recovery Program

2. Created by: Dani Morris-White

3. Rational for Selection

4. Rational for Selection
Reading Recovery is a program that is very near and dear
to my heart. I am a trained reading recovery teacher and
have been teaching this program for two years.
Reading Recovery provides 12 to 20 weeks of intensive
interventions in reading and writing strategies that last
for 30 minutes a day for struggling readers in the 1st
grade. The goal of Reading Recovery is to help these
students acquire the skills they need to be able to be
successful readers and writers in the regular education
classroom. Reading Recovery targets students in the 1st
grade before they have the chance to fall too far behind
in their academics.

5. Rational for
Selection cont.
It begins with assessing all of the students
who are having a difficult time reading and
writing. These specialized assessments
give the teachers information about the
child’s in text reading level, print concepts,
hearing sounds in words, written
vocabulary, letter recognition and reading
vocabulary. The scores from these tests
are then used to determine stanine levels
that the children fall under. The students
are ranked from lowest level to highest
and the lowest students are chosen to
participate in the program as long as the
students don’t have any difficulties with
excessive absences. It is very important
that the students receive the instruction
with out missing many lessons. Once the
children have been chosen, the teachers
must analyze the data collected from the
assessments and create an Observation
Survey and Predictions of Progress. These
documents help the teacher to be able to
plan strategic and purposeful lessons with
the student to maximize their learning.
Picture: listen.sdpb.org

6. Rational for
Selection Cont.
The first ten meetings between
the teacher and the student are
called Roaming Around the
Known. In these lessons the
teacher uses the information
the child already knows and a
text level that the child is
comfortable with to practice
reading skills in a non-threating
environment. This allows the
student and the teacher to get
to know one another. The
students will become
comfortable with the teacher
and be able to feel confident
when pushed to learn new
information.
Picture: www.oakland.edu

7. Rational for Selection
Cont.
After this ten-day roaming period the teacher and students
begins lessons. In the lessons the students is asked to read
multiple familiar books to build fluency and confidence with
them. Then they are assessed using a Running Record of text
with the new book from the day before. After the assessment
the teacher chooses a teaching point from the book to point out
to the student. Then they do a short word study and writing
piece. During the writing, the student works on building up his
written vocabulary as well as his reading vocabulary by being able
to reread what they have written. The written story is then cut
up and put back together by the student and sent home as extra
practice. Next the teacher introduces a new book to the student
and listens to him read it and helps the student use strategies to
navigate the new text. When done this book will be the
assessment book for the next days lesson and the student gets to
take home a book to practice reading at home.

8. Rational for
Selection Cont.
Reading Recovery works because it
allows the student to gain a self-
extending system that they can
then use in the regular classroom
to read and write. It also clears up
any misconceptions a child has and
closes gaps in the child’s learning.
I chose this program because I
believe in its success. I also choose
it because it is a program that my
school may be loosing and I
thought that if I was able to
research it and learn more about it
I could use my presentation to help
influence my superintendent to
keep our program around.
Picture: www.i3.readingrecovery.info

9. Program History

10. Psychologist and educator, Marie
M. Clay developed Reading
Recovery in New Zealand in 1970.
She and her collogues ran
extensive research trials on six year
olds in five schools in Auckland in
1978. The initial trials were so
successful that they repeated them
in 48 schools the following year,
The University of Auckland (2015).
Gay Su Pinnell and Charlotte Huck
introduced the program in the
United States in 1984 at The Ohio
State University. Marie Clay and
Barbara Watson began by training
17 educators in the Columbus area.
Currently The Ohio State University
has trained almost 200 teacher
leaders and trainers according to
The Ohio State University (2015).
Reading Recovery is being used in
49 states across the US as well as
New Zealand, Australia, Canada,
and Europe.
Reading Recovery Trainers Lea
McGee, Mary Fried, Emily Rodgers and
Patricia Scharer welcome you to OSU.
Reference:
Picture http://www.rrosu.org/history/history.html
The Ohio State University (2015). Reading Recovery: Welcome to Reading
Recovery at The Ohio State University. Retrieved from
http://www.rrosu.org/history/history.html
The University of Auckland (2015). Reading Recovery New Zealand. Retrieved from
https://www.readingrecovery.ac.nz/index.php
Program History

11. Intended Population

12. Intended
Population
Reading Recovery is intended
to focus on preventing literacy
problems at an early age before
the child begins to fall too far
behind academically. Therefore
students who are served in the
Reading Recovery program are
struggling readers in the 1st
grade. The students receive 12
to 20 weeks of intensive
intervention with a trained
Reading Recovery Teacher for
30 minutes per day.
Picture: www.grantcolib.info

13. Student Achievement Data

14. Student Achievement
Data
Reading Recovery uses the
International Data Evaluation
Center (IDEC) to collect and
analyze data. “Ongoing research
and evaluation are essential in
Reading Recovery’s success,”
Reading Recovery Council of North
America (2001-2014). According to
the Reading Recovery Council of
North America (RCNA)
approximately 75% of the students
who completed the full 20 weeks
of the program met grade level
reading and writing expectations
since 1984. They also state that
even the student who do not
receive the full intervention make
significant gains as do the ones
who do not reach grade-level
literacy expectations. On follow
up assessments, RCNA states that
most Reading Recovery students
do well on standardized state
assessments.
Picture: www.rif.org
Reference:
The Reading Recovery Council of North America (2001-2014). Measuring
Outcomes Retrieved from http://readingrecovery.org/reading-
recovery/research/measuring-outcomes
The Reading Recovery Council of North America (2001-2014). International Data
Evaluation Center Retrieved from http://readingrecovery.org/reading-
recovery/research/data-evaluation-idec

15. Student Achievement
Data
• Visit the link below to read the 2013-2014
Reading Recovery National Summary Report
for the United States
• file:///Users/michellewhite/Downloads/2013-
2014%20Reading%20Recovery%20National%20S
ummary%20Report%20for%20the%20United%20
States.pdf

16. Teacher Qualification

17. Teacher Qualification
Cont.
In order to be a reading recovery teacher one must first be
chosen to participate by your school. Many schools have an
interview process that the teacher must participate in before
being chosen. Then they must complete a year of training
through a participating University with a certified Reading
Recovery Trainer. During that year the teacher will have to not
only learn about the Reading Recovery process, from testing
to teaching, by reading and understanding Marie Clay’s books
and methods. They will also have to teach 2 struggling
students if they are a full time classroom teacher and 4
struggling students if they are going to be a full time Reading
Recovery teacher. The course is considered a masters level
reading course and many schools will give you credit for
master’s course work. There are weekly class meetings that
include text readings, article discussions, assignments,
reflections and assessments.

18. Teacher Qualifications
Cont.
One of the most intimidating
aspects of the reading recovery
training is going “behind the
glass”. This is where a teacher
must take a reading student into a
room with a two-way mirror and
teach their lesson while other
members of the class observe and
critique her abilities. After the
lesson, the class gives pointers
about how the lesson could be
improved and what new teachings
the student might need in order to
be successful.
After a teacher has successfully
completed the training year they
must till attend monthly
professional development to
continue to grow and improve on
your practices.
Picture: titleone.departments.pwcs.edu

19. VIDEO
• Please watch the following video to learn
more about Reading Recovery and the teacher
training component.
• https://www.youtube.com/watch?v=YXxM2JVx
JKY
Picture: www.savvykidsofarkansas.com

20. Strengths and Weaknesses

21. Strengths vs. Weaknesses
Strengths
• Success - According to
the Reading Recovery
Council (2015), 75%
Reading Recovery
students who complete
the full intervention are
able to go back into the
regular classroom and
meet grade level
expectations.
Weaknesses
• Cost – It is very expensive to have
Reading Recovery in a school.
Most schools will have to have at
lease one staff member whose
job is to run the program and
teach the struggling readers. Our
school has 8 in class teachers who
each teach two struggling
readers and 2 full time Reading
Recovery teachers. All of the
teachers, who have gone through
the expensive Reading Recovery
training, did so by utilizing the i3
grant which pays for the class,
books, materials and convention
fees for the student during their
yearlong training.

22. Strengths vs. Weaknesses
Strengths
• Growth - Even students who
do not complete the
program make significant
gains.
• RTI - Those who still
struggle after the program
are recommended to have
further evaluation. These
already have a round of tier
3 interventions to use for
data.
Weaknesses
• Effectiveness – Another
weakness of this reading
program is teacher
effectiveness. It takes a very
responsive, deliberate
teacher to be a good Reading
Recovery teacher. If the
teacher does not put in the
effort to really reach the
child they may not see the
growth that they expect.

23. Future Plans

24. Future Plans
Reading Recovery has been
around for 30 years and will
continue to grow and expand
across the globe as long as
school systems are able to
afford the program and they
continue to see it as an asset to
their schools.
Pictures:
www.rrosu.org
www.UNCW.org
http://secure.touchnet.net/
http://www.kentuckyliteracy.org/elementar
y/rr
http://www.bensonschool.co.uk/?page_id=4
48

25. Program Reflection

26. Program
Reflection
Marie Clay created Reading
Recovery as a way to help
struggling readers achieve the goal
of being able to read and write as
well as the others who were able
to do it with ease. Reading
Recovery trains teachers all over
the world to be able to teach and
reach 1st grade students with
difficulty reading. In this program
students are seeing measureable
successes in reading and have
made remarkable gains in their
education. Reading Recovery is a
program that has been around for
the past 30 years and although
some people do not believe in the
program’s effectiveness, studies
show that it works and it is clearly
here to stay.
Picture:www.unitedwaysc.org

27. Reference Page
Reference:
The Ohio State University (2015). Reading Recovery: Welcome to Reading Recovery at The
Ohio State University. Retrieved from http://www.rrosu.org/history/history.html
The University of Auckland (2015). Reading Recovery New Zealand. Retrieved from
https://www.readingrecovery.ac.nz/index.php
Video https://www.youtube.com/watch?v=YXxM2JVxJKY
The Reading Recovery Council of North America (2001-2014). Measuring Outcomes
Retrieved from http://readingrecovery.org/reading-recovery/research/measuring-outcomes
The Reading Recovery Council of North America (2001-2014). International Data Evaluation
Center Retrieved from http://readingrecovery.org/reading-recovery/research/data-
evaluation-idec