Reading Recovery®: Top to Bottom
From the Upper Peninsula to Southern Michigan
– MARIE M. CLAY, Founder, Reading Recovery
What 'learning loss' really means
High-Quality Tutoring Strategies to Facilitate Acceleration Not Remediation
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)
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 Approach – Journal of Reading Recovery, Spring 2018
The Sweet Spot of Coaching: Where Teachers and Administrators Find Common Ground While Developing a Comprehensive Literacy System – Journal of Reading Recovery, Spring 2019
Unsettling and Defeating the Science of Reading Narrative
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.
Active Problem Solving in Reading is NOT a Guessing Game
The Power of Using Writing to Enhance Reading
Information Compiled By Reading Recovery Teacher Leaders:
Eastern Upper Peninsula Intermediate School District Reading Recovery Site
Jackson County Intermediate School District Reading Recovery Site