– MARIE M. CLAY, Founder, Reading Recovery

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.

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.

• RRCNA - Reading Recovery Council of North America
• Reading Recovery Works
• RRCM - Reading Recovery Council of Michigan
  
• IDEC - International Data Evaluation Center
• Literacy Lessons Designed for Individuals 2nd Ed (Clay, 2016)
• Literacy Pages