Reading Recovery Trainers Lea McGee, Mary Fried, Emily Rodgers and Patricia Scharer welcome you to OSU.
The CPRE/CRESP evaluation revealed that students who participated in Reading Recovery significantly outperformed students in the control group on measures of overall reading, reading comprehension, and decoding. These effects were similarly large for English language learners and students attending rural schools, which were the student subgroups of priority interest for the i3 scale-up grant program.
The Consortium for Policy Research in Education (CPRE) at the University of Pennsylvania's Graduate School of Education has released its evaluation of one of the most ambitious and well-documented expansions of a U.S. instructional curriculum. The rigorous independent evaluation of the Investing in Innovation (i3) scale-up of Reading Recovery, a literacy intervention for struggling first graders, was a collaboration between CPRE and the Center for Research on Education and Social Policy (CRESP) at the University of Delaware.
The International Reading Recovery Trainers Organization (IRRTO) provides leadership for all entities affiliated with the Reading Recovery early literacy intervention founded by Dr. Marie M. Clay. These leaders are accredited Reading Recovery trainers who have responsibility for their specific Reading Recovery centers, situated either within universities or in professional education centers or education systems affiliated with universities. The trainers provide the support needed to establish and maintain the Reading Recovery trademark around the world.
"When the previous Mansfield City Schools administration halted the Literacy Collaborative partnership with the Ohio State University in 2007, it also reduced the district's 21-year Reading Recovery relationship with Ashland University.
"Reading Recovery is on the rebound this year -- serving more students and training more teachers -- in what Superintendent Dan Freund has described as an essential supporting safety net to Literacy Collaborative.
"Freund was in the audience July 27 -- five days before he began his work as superintendent -- when the board of education approved a new Reading Recovery contract with AU. Asked his opinion before the vote, Freund said, 'If literacy were a house we were building, Reading Recovery would be the foundation. It is very important.' "
Larry Gibbs is a spokesman for Mansfield City Schools. He may be reached at lgibbs@ mansfield.k12.oh.us.
Teacher leaders provide comprehensive professional development to Reading Recovery teachers, Special Education teachers, ESL teachers, and Classroom teachers who need to provide intensified literacy instruction. For more information about the comprehensive professional development that teacher leaders can provide, click here (PDF).
A state report for Reading Recovery in Ohio for the five year period between 2008-2014 contains highlights about student progress and the implementation of Reading Recovery in Ohio.
The Beavercreek CSD celebrates 30 years with Reading Recovery in 2016! "Positive results are happening thanks to Reading Recovery. This intervention is another example of Beavercreek City Schools using creative solutions to help students achieve their full potential," reports the District web site.
Reading Recovery is a research-based, short-term intervention of one-to-one teaching for the lowest-achieving first graders.
Reading Recovery students receive 30-minute lessons each school day for 12 to 20 weeks from a specially trained teacher.
As soon as students can read and write at grade level and demonstrate that they can continue to achieve, their lessons are discontinued and new students receive individual instruction.
Jennifer Michael with all the students she teaches in a day, including her Reading Recovery students.
A course of study for teachers working in special education or ESL settings with students having difficulty learning to read and write.
Read about the powerful impact Literacy Lessons in Mansfield City Schools.
During a recent board of education meeting Superintendent Brian Garverick described the reading success of a special needs fifth-grader at Malabar Intermediate School who works with special education teacher Deanna Mack in one-on-one, 30-minute sessions.
“This young man’s reading improved more during 32 Literacy Lessons sessions than it had in the previous six years,” Garverick said.
This new guide will help create conversations that build a shared vision of literacy learning within a school or district. The guide combines self-assessment tools with the expertise of Reading Recovery teachers to help you strengthen your comprehensive literacy program.
Hi, I'm Jodie Washek and I am a primary literacy coordinator and Reading Recovery teacher. Before being trained in Reading Recovery, I worked with 25 students in small groups along with being a literacy coach. With the dual role I have now, I work with students and teachers in grades K-2 in many different aspects of the Literacy Collaborative framework. In Reading Recovery, which involves about half of my school day, I work with 8-10 students annually.
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