Reading Recovery®: Top to Bottom

From the Upper Peninsula to Southern Michigan

May 2021

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“Reading Recovery has one clear goal: To dramatically reduce the number of learners who have extreme difficulty with literacy learning and the cost of these learners to educational systems."

– MARIE M. CLAY, Founder, Reading Recovery

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What 'learning loss' really means

"It is not a loss of learning." Rachael Gabriel, esteemed associate professor of literacy education at the University of Connecticut, invites us to reconsider the notion of loss when it comes to students in her Washington Post article, What 'learning loss' really means.

High-Quality Tutoring Strategies to Facilitate Acceleration Not Remediation

The latest in a webinar series hosted by the AASA, The School Superintendents Association and Learning Policy Institute features effective, high-quality tutoring strategies to accelerate, not remediate student gains during this COVID-19 school year and beyond. Dr. Jill Baker, Superintendent of Long Beach Unified School District in California details how Reading Recovery is an integral part of the district’s comprehensive literacy plan.

If you don't have 60 minutes to watch the entire webinar, below we have given the times in the webinar where Reading Recovery is discussed by Jill Baker. We also gave the time for when Michael Griffith discusses the Federal Education Relief Funds.


Jill Baker, Superintendent, Long Beach Unified School District, California

  • Video queue 20:15 ~ "When I think about RR (in our intensive intervention model) I think about long term investment in our teacher development; the long term investment in our students."

Michael Griffith, Senior Researcher and Policy Analyst, Learning Policy Institute

  • Video queue 47:10 ~ How to reallocate our resources to improve student learning.

Susanna Loeb, Professor of Education, Professor of International and Public Affairs, Director of the Annenberg Institute for School Reform, Brown University
Antonio Gutierrez, Co-Founder, Saga Education
Morton Sherman, Associate Executive Director, AASA Leadership Network (moderator)
Webinar-Accelerating Learning: High-Quality Tutoring Strategies

Additional Readings featuring Dr. Jill Baker

Dr. Baker along with Reading Recovery Teacher Leader Kathleen Brown are also featured in the Journal of Reading Recovery on this topic. Kathleen Brown was recently featured on the RRCNA blog: Learning Loss: Myth or Reality Check.

Broadening the Sphere of Influence: Reading Recovery as Part of One District’s Comprehensive Intervention ApproachJournal of Reading Recovery, Spring 2018

The Sweet Spot of Coaching: Where Teachers and Administrators Find Common Ground While Developing a Comprehensive Literacy SystemJournal of Reading Recovery, Spring 2019

Unsettling and Defeating the Science of Reading Narrative

In his multi-part series, Russ Walsh (Russ on Reading), highlights the importance of listening to the experts when seeking advice about reading instruction. "All professionals must work to foster a more nuanced view consistent with the research. Our children's access to informed instruction and a full, rich literacy depends on it."

Unsettling the Science of Reading Narrative

Defeating the Science of Reading Narrative, Part 1: Focus on the Child

Defeating the Science of Reading Narrative, Part 2: Talking to a Parent

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Developing Teacher Expertise

A highly qualified teacher makes a difference in student outcomes, especially for children having difficulties. Reading Recovery’s professional development is widely acclaimed as an investment in the professional skills of teachers and a model worth emulating (Herman & Stringfield, 1997). As you plan for the fall, please consider the following professional development for teachers in order to support our most at-risk learners.

Reading Recovery Teacher Training
Certified/licensed educators at the elementary school level participate 10 graduate credit, year-long Reading Recovery Teacher Training program. During the training year, educators learn to implement specialized reading methods with young children most at risk for reading difficulties. Educators observe, record, analyze and modify the reading and writing behavior of children and develop understandings of reading acquisition.

Literacy Lessons Teacher Training
Specialist educators (certified as special educators or teachers of English language learners) who want to enhance their knowledge of literacy processing with special populations of learners. These specialist educators participate in the 8 graduate credit, year-long Literacy Lessons program.

Literacy Support Teacher Training
Classroom teachers and reading interventionists who want to enhance their knowledge of literacy processing in work with students in whole class or small group instructional settings participate in the 8 graduate credit year-long Literacy Support Training program.

Literacy Lessons and Literacy Support may only be implemented in schools that include Reading Recovery as an early literacy intervention. For more information on trainings classes for fall, please contact your site's Teacher Leader.

The Importance of Teacher Selection

The key to excellent student outcomes is in selecting outstanding candidates who are superb teachers of primary children, have excellent interpersonal skills with adults and children, love new learning and problem solving, and are committed to working with a very diverse group of lowest- achieving first graders. Because of their deep understanding of literacy theory and practice, Reading Recovery-trained teachers and teacher leaders become experts for their schools and districts.Trained teachers typically work for part of the day in Reading Recovery and the other part day in another role.

Please download the file below for more information.

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Active Problem Solving in Reading is NOT a Guessing Game

In her blog, Active Problem Solving in Reading is NOT a Guessing Game, Dr. Jamie Lipp from The Ohio State University, clears up the misconception centered around one particularily misguided belief that Reading Recovery and all forms of balanced literacy teach students to "guess". This, for multiple reasons, is an extremely false assertion that calls for clarification.

The Power of Using Writing to Enhance Reading

In their blog from January 2020, The Power of Using Writing to Enhance Reading, Rhonda and Gen remind teachers there is a strong connection between early reading and writing behaviors. This piece includes examples of teacher language and the importance of explicitly teaching studentsthe reciprocity between reading and writing.
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Michigan Reading Recovery Institute

The 29th Annual Michigan Reading Recovery Institute will be a virtual event this fall. Please save the dates, November 18-19, 2021 from 8:30am-12:30pm. The Institute will feature a variety of excellent speakers including Keynoters Maria Nichols and Adria Klein.
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Information Compiled By Reading Recovery Teacher Leaders:

Brooke Beacom

Eastern Upper Peninsula Intermediate School District Reading Recovery Site

(906) 440-8937

Maeghan McCormick

Jackson County Intermediate School District Reading Recovery Site

(517) 768-5191