Reading Recovery : A Powerful Proven Results

880 Words2 Pages
bulb-icon

Recommended: Reading has many benefits

Slide # 1: Reading Recovery – Powerful Proven Results
Good morning! How many of you think that learning to read and write is necessary for children in order to become successful? Good. We are going to talk about the Reading Recovery Program that is available for students that have difficulty learning to read and write. Nine out of ten children that do not meet expectations in reading and writing in the first grade continue to fall behind in fourth grade. These children are likely to be retained, referred to special education, and drop out of school. With the help of Reading Recovery teachers, children accelerate their learning and meet academic expectations.
Slide #2: Reading Recovery Success
In the middle one of the picture is Dante Marshall, one of the first children in Reading Recovery. On the left is Marie Clay, the founder of Reading Recovery. On the right is Rose May Estice, Dante’s Reading Recovery teacher in first grade. Dante Marshall entered Reading recovery in 1984 in Columbus when he was 6 years old because he had very limited literacy skills. He reached grade-level standards after 15 weeks of daily 30-minute individual lessons with Rose May Estice. In 2003, he successfully graduated from law school at the Ohio State University and currently practices as an attorney in Atlanta.
Slide #3: Reading Recovery Results
Reading Recovery started in 1984-85 and allowed over 2 million first graders and tens of thousands of teachers to participate in the program. The progress that children make is closely monitored from the very beginning. The results show that 75% of children achieve grade-level standard.
Slide # 4: Reading Recovery Works
The U. S. Department of Education’s What Works Clearinghouse (WWC) research group asse...

... middle of paper ...

...h retaining the low literacy achieving students because the majority of the students do achieve grade-level standard in 12-20 weeks. The cost of the placement in special education classes is significantly higher than the cost of the 20-week class. Even though not all 100% of the students achieve the desired results, early intervention helps schools find future support services and lower the cost of the individual tutoring. Finally, the Federal IDEA funding requires the children to receive an early intervening service in order to reduce unnecessary testing cost.
Slide #11: With Reading Recovery, Success is Within Reach!
Success is within a reach with the Reading Recovery program. Those children in first grade that struggle with literacy deserve to be successful. Reading Recovery is designed to provide educational opportunities for children that need them the most.

Show More
Related

  • Analysis Of 'Otis, By Loren Long'

    1687 Words  | 4 Pages

    This is a reading intervention classroom of six 3rd grade students ages 9-10. This intervention group focuses on phonics, fluency, and comprehension. The students were placed in this group based on the results of the DIBELS Oral Reading Fluency assessment. Students in this class lack basic decoding skills.

    Read More

  • Words Their Way Inventory Assessment

    1524 Words  | 4 Pages

    The reading plan includes at least two interventions with a proven intervention program like Star Reading, Success Maker, Words Their Way, or other

    Read More

  • Reading Intervention Model by Melissa M. Woodward

    1997 Words  | 4 Pages

    Slavin, R. E., Lake, C., Davis, S., & Maden, N. A. (2012). Effective Programs for Struggling Readers: A Best-Evidence Synthesis. Best Evidence Encyclopedia.

    Read More

  • Accelerated Reading

    495 Words  | 1 Pages

    A.R. reading is the new choice of torture among teachers across the Issaquah School District (411). A.R. stands for Accelerated Reading.

    Read More

  • The Crisis in Adolescent Literacy

    2250 Words  | 5 Pages

    With such high numbers of adolescents falling below basic in reading, illiteracy is a battle that must be fought head on. The largest dilemma with the struggle is the number of variations that cause adolescents to become reluctant, unmotivated or struggling readers. Fortunately, a large number of strategies exist to encourage and strengthen readers of all ages, proving that adolescence is not a time to give up on faltering students. Rather, it is a time to evaluate and intervene in an effort to turn a reluctant reader into an avid one (or near enough). Ultimately, educators must learn to properly assess a student’s strengths and weaknesses (Curtis, 2009) and pair them with the proper intervention techniques. If one method does not work, countless others exist to take its place.

    Read More

  • Low Socio-Economic Status Students (SES)

    562 Words  | 2 Pages

    There have been alot of different studies about school counselors working with low-SES students. It seems that low performance should be determined as early as middle school for low-SES students. With this early determination school personnel can assist these students with their long-term development. With the No Child Left Behind Act, there is a funds program,...

    Read More

  • Adolescent Illiteracy in America

    2004 Words  | 5 Pages

    The causes of reading difficulties often arise because of learning disabilities such as dyslexia, poor preparation before entering school, no value for literacy, low school attendance, insufficient reading instruction, and/or even the way students were taught to read in the early grades. The struggles that students “encounter in school can be seen as socially constructed-by the ways in which schools are organized and scheduled, by assumptions that are made about home life and school abilities, by a curriculum that is often devoid of connections to students’ lives, and by text that may be too difficult for students to read” (Hinchman, and Sheridan-Thomas166). Whatever the reason for the existence of the reading problem initially, by “the time a [student] is in the intermediate grades, there is good evidence that he will show continued reading g...

    Read More

  • Early Intervention Services

    1442 Words  | 3 Pages

    Early Intervening Services is a hot topic and nonetheless relevant topic for us educators. Early Intervening Services is essential for all students to succeed. “The concept of early intervening services was introduced into public school systems with the implementation of the Individuals With Disabilities Education Improvement Act (IDEA) of 2004” (Mire & Montgomery, 2009). Administrators need to adhere to the educational laws so that all children have the right to learn and grow with their peers in an educational setting. One change in the law is this emphasis of intervening early to meet the needs of children at risk of not succeeding in the classroom. A common thread with the research articles I’ve selected is this notion of effectiveness. Dickman’s (2007) formula and the provided description of IDEA: Early Intervening Services ( ) both support the non negotiable pieces of the puzzle in order to have an effective approach when providing Early Intervening Services. The research heavily emphasizes the importance of Early Intervening Services must be provided with scientific research-based, training to carry out the program, and informed environment. The research strongly suggests that all three are essential to meet the expectations of Early Intervening Services. Dickman’s vital points do align with the definition of IDEA. In Neuman’s (2007) Changing the Odds article, identifies effective principles to an intervention just like Dickman; she also agrees professional training is key to effective Early Intervening Services. Although, her attributes for an effective intervention consist of eight principles and his consist of three, both of them strongly believe children can succeed when provided effective early intervention services by...

    Read More

  • Brendel Elementary School Internal Analysis

    1140 Words  | 3 Pages

    One important lesson of the past decade, however, is just how difficult it is to close longstanding achievement gaps experienced by students from low-income families, students with disabilities, English Learners, and racial and ethnic minorities. We know from research that these gaps often start during the first years of life, even before children enter our education system, with children from low-income families starting kindergarten, on average, 12 to 14 months behind their peers in language development and pre-reading skills.

    Read More

  • Personal Narrative: How Reading Changed My Life

    495 Words  | 1 Pages

    For the first six years of my life, I was a boy who savored going to school and seeing all of my friends. Then one day in first grade, during English class, that all changed thanks to a time were we had to read out loud. This day scared me for a while, and caused a fear in me that I wouldn’t let go of for about another eight years. Let me tell you first off, I was not at all the same person in first grade as I am today. For one thing, I was totally inconsiderate to any understanding of the reading system. I am writing about this event for the sole reason that it has changed the way I have live my life up to these recent years. Now that all of that is out of the way, I will continue with a story about a boy who overcame a reading and writing disability and turned it into motivation.

    Read More

  • What Is A High Incidence Disability?

    1430 Words  | 3 Pages

    High Incidence disabilities are mild disabilities that affect most of the special education students in schools today. “Approximately 36 percent of all students with disabilities served under IDEA have specific learning disabilities.” (Turnbull, Turnbull, Wehmeyer & Shogren, 2016 p. 104)The three areas that fall under the title of a high incidence disabilities are learning disabilities, mild intellectual disabilities, and emotional/ behavioral disorders. Students with high incidence disabilities are taught and spend most of their time in the general education classroom. They are supported in the classroom with accommodations, modifications, paraprofessionals and related services to help them succeed. They may spend a portion of their day receiving support from a special education teacher, or another related service providers such as a speech pathologist, physical therapist, occupational therapist, or social worker outside of the classroom. It becomes apparent when students start school which ones have a high incidence disability. This is because when they start school educators begin to notice they are different from their peers sometimes socially, behaviorally, or they begin to struggle academically. They all share some similar traits such as a short attention span and lower academic skills in certain areas or subjects. They may also have difficulties with their behavior or social development. At that point they may be referred to for testing or an evaluation to see what might be going on with the student.

    Read More

  • Six Minute Solution Program: Case Study

    1072 Words  | 3 Pages

    The Six Minute Solution designed by Adams N Gail and Brown M Sheron was first published in 2003 by Sopris West Educational Services. It is a researched-validated intervention that helps teacher improve reading fluency of students from K-9 by pairing students with same-level peers for reading, monitoring, and feedback. During the intervention students receive concentrated practice on phonetic elements, high frequency words, and short passage reading.

    Read More

  • Argumentative Essay On Dyslexia

    3019 Words  | 7 Pages

    The most common learning disability in children does not affect only one aspect of their lives, but alters nearly every measure. Dyslexia inhibits one 's ability to read, write, and spell. About 5 to 20 percent of children attending school have some sort of a disability involved with reading. When thinking of a condition that contains no cure, such as dyslexia, you may imagine a lifetime of complications and difficulties; although, dyslexia does not damage a person’s ability to learn, it merely forces them to grasp ideas and think in their own original way. Multiple obstacles can potentially arise, but successfulness and intelligence tends to prevail, and has in multiple situations. Numerous well known people have personally suffered through

    Read More

  • Argumentative Essay On Special Education

    1071 Words  | 3 Pages

    However, it still met with inconsistent criticism due to the myth that “positive intervention” doesn’t work and draining resources of regular courses. However, evidences shown prove the opposite effect. Special education is constant need of more funding – especially when it constantly gets budget cuts from congress and thus, schools are unable to keep up with the afford to provide the necessary need of special education (Wall 2014). So the myth of special education draining resources is the no way the truth. How could they be able to drained resources from other students if the programs themselves are in limited supply? Lack of understanding and easy to become a scapegoat for the blame of overall score of a school being poor is quite easy to pit the blame. Another reasoning is due to socialization—the label of being placed in special education is rather an unfortunate burden that could follow the child (Huerta 2015). Often times, stereotypes are attached and are considered inferior to other students, potentially adding onto potential fears. In order to improve any form of education for special education, funding a provided them resources should be considered the first thing to look

    Read More

  • Teaching Students with Disabilities

    984 Words  | 2 Pages

    Reading is an essential skill that needs to be addressed when dealing with students with disabilities. Reading is a skill that will be used for a student’s entire life. Therefore, it needs to be an important skill that is learned and used proficiently in order for a student to succeed in the real world. There are many techniques that educators can use to help improve a student’s reading comprehension. One of these skills that needs to be directly and explicitly taught is learning how to read fluently for comprehension. “To comprehend texts, the reader must be a fluent decoder and not a laborious, word-by-word reader” (Kameenui, 252). Comprehension can be difficult for students with learning disabilities because they tend to be the students that are reading below grade level. One strategy is to incorporate the student’s background knowledge into a lesson. This may require a bit of work, but it will help the students relate with the information being pres...

    Read More

More about Reading Recovery : A Powerful Proven Results

Open Document