Reading Recovery Faculty Lea McGee, Mary Fried, Emily Rodgers and Patricia Scharer welcome you to OSU.
Now accepting applications for i3 Funding to train teachers in Reading Recovery
Click here for the i3 application
"If literacy were a house we were building, Reading Recovery would be the foundation"
"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.
Click here to read the complete article in the Mansfield News Journal
About Reading Recovery
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.
Gay Su Pinnell and OSU President E Gordon Gee at Reading Recovery's 25th Anniversary Celebration in 2010
Comprehensive Early Literacy Professional Development
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).
Literacy Lessons: New Professional Development for Teachers in Special Education Settings and for ESL Teachers
We are pleased to offer a new course of study for teachers working in special education or ESL settings with students having difficulty learning to read and write.
Obtaining i3 funding to train a teacher in Reading Recovery
Dr. Emily Rodgers, Associate Professor at The Ohio State University gave a webinar on Obtaining i3 funding to train a teacher in Reading Recovery on May 11, 2012:-
Click to open the Webinar presentation:
PDF | Powerpoint 2010
The New Face of
Reading Recovery
Hello, I'm Cathy Kint and I am currently a Reading Recovery teacher and Reading Specialist in Circleville City Schools. I have been a teacher for 13 years and a Reading Recovery teacher for 12 years. As a Reading Recovery teacher I teach about 9 students a year and as a Specialist I work with around 22 second graders in small groups of two students each. In the past I have also been a classroom teacher/Reading Recovery teacher in both first and second grade. I have been able to serve about the same number of students in both roles.
Our district qualifies its Reading Recovery teachers as the top tier in the RTI model providing one-on-one or two-on-one intervention. We also have other specialists who work with students in groups of 3 or 4. I have also served as Literacy Coordinator/Reading Recovery teacher in the past. I traveled to other buildings to work with at-risk students (about 25 per year) and maintained my 8-9 Reading Recovery students.
In addition to the above mentioned roles I also serve as a district consultant for ESL students. I do this during early morning hours in the middle and high school when my students haven't arrived yet at the elementary. I also meet with ESL students in my building prior to the beginning of the school day.
Hello, my name is Sarah Hoepf and I am a Literacy Collaborative Coordinator and Reading Recovery teacher. Before becoming a LC Coach I taught first grade and also a first/second combination. As a classroom teacher, I taught 26 students each year. In my current role, I coach 14 teachers (who teach a combined total of 314 students in our elementary school). We focus on using assessment data to plan instruction and meet individual students' learning needs. In Reading Recovery, I work with 8-12 first grade students each year. The classroom/ intervention/ coach connection helps us to work together for the success of all our children.
Becker Tuition Scholarship and Pinnell Implementation Grant funds awarded
Congratulations to the following districts training a Teacher Leader during 2010-11:
- Jackson Local Schools
- Warren City Schools
- Delaware City Schools
Each district has been awarded funds from the Becker Tuition Scholarship and Pinnell Implementation Grant to support training costs.
- Information about establishing a new Regional Reading Recovery Teacher Training Site
- Reading Recovery teacher leader application packet
Contacts:
- Dr. Patricia Scharer (614-292-2480)
- Dr. Emily Rodgers (614-292-9288)
Reading Recovery Earns High Marks from the What Works Clearinghouse
Reading Recovery received the highest marks from the What Works Clearinghouse, a division of the U.S. Department of Education’s Institute of Education Sciences. Of the 153 beginning reading programs reviewed, only Reading Recovery was found to have positive effects across all four literacy domains and only Reading Recovery received the highest possible rating for general reading achievement.
The What Works Clearinghouse (WWC) released a 3-year independent review of the experimental research on Reading Recovery in March 2007. This authoritative, independent assessment clearly establishes that Reading Recovery is an effective intervention based on scientific evidence. The WWC found that Reading Recovery has positive effects—the WWC’s highest rating—on students’ alphabetics skills and general reading achievement. They found potentially positive effects, their next highest level of evidence, on fluency and comprehension outcomes. See http://www.whatworks.ed.gov/ for details and select Beginning Reading, then Reading Recovery.