Reading Recovery®: Top to Bottom

From the Upper Peninsula to Southern Michigan

January 2022

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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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U.S. Exit Status Categories

New exit status categories for Reading Recovery were adopted for participating students during the 2020-2021 school year.

Outcomes of Lessons
A series of Reading Recovery lessons has two positive outcomes depicted by three status categories: One status category for students achieving accelerated progress and two alternative categories for those who do not demonstrate the intervention goals of accelerated progress and an effective literacy processing system.

First Positive Outcome

  • Accelerated Progress: Achieved Intervention Goal. The child meets grade-level expectations and can make ongoing progress in literacy without needing extra help beyond the classroom program. (This is the outcome for approximately 75% of the children with a complete Reading Recovery intervention.)

Second Positive Outcome

  • Progressed: Monitoring and Support are Essential for Ongoing Literacy Progress. The child demonstrates substantial progress but does not reach grade-level expectations after 20 weeks of instruction. Continued instructional support is needed to ensure ongoing progress and strengthening of the literacy processing system under construction.
  • Recommended: Additional Evaluation and Ongoing Intervention are Essential for Ongoing Progress. The child has not made accelerated progress after 20 weeks of instruction. Additional evaluation and planning by the school team are recommended, and further action is initiated to help the child develop a literacy processing system and make progress.

Random Sample Assessment

All Reading Recovery schools will assess 2 Random Sample students during the the 2021-2022 school year.

Mid-year Random Sample assessment should take place between January 11 - January 28, 2022.

Please contact your Teacher Leader if you have any questions.

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Book Introductions: Are They Necessary?

In their blog from December 16, 2021, Book Introductions: Are They Necessary?, Rhonda and Gen remind teachers to think about what guided reading is, how the book introduction fits with the purpose of guided reading, as well as providing support for creating book introductions that aren’t too supportive for students.
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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.

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The countdown is on to LitCon, January 29 - February 5, 2022. Earn up to 17 contact hours from your home or office, without travel costs or time away from your students -- NO SUBS REQUIRED! Choose from 100+ hours of literacy content, featuring both exclusively Live sessions and access to On-Demand recordings for 30 days.
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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