Reading Recovery Trainers Lea McGee, Mary Fried, Emily Rodgers and Patricia Scharer welcome you to OSU.
“The Consortium for Policy Research in Education (CPRE) was contracted to conduct an independent evaluation of the i3 scale up of Reading Recovery over the course of five years. The evaluation includes parallel rigorous experimental and quasi-experimental designs for estimating program impacts, coupled with a large-scale mixed-methods study of program implementation under the i3 scale-up.”
“In order to estimate the impacts of the program, a sample of first graders who met the Reading Recovery target criteria for selection were randomly assigned to either receive Reading Recovery, or to continue receiving classroom instruction. The reading achievement of students in this sample was assessed using an externally standardized assessment of reading achievement - the Iowa Tests of Basic Skills (ITBS) - in order to determine the impact of Reading Recovery lessons on low-achieving students who were randomly assigned to receive the intervention.”
Impacts on Student Reading Performance:
Treatment students who participated in Reading Recovery outperformed students in the control group on each subscale of the ITBS Reading test: Total Reading, Reading Comprehension, and Reading Words with differences in percentile points ranging from +16 percentile points to +20 percentile points.
The estimated standardized effect of Reading Recovery on students’ ITBS Total Reading Scores was .68 standard deviations relative to the population of struggling readers eligible for Reading Recovery under the i3 scale-up, and .47 standard deviations relative to the nationwide population of all first graders. These standardized effect sizes are large relative to typical effect sizes found in educational evaluations.
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.
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.
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.
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).
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.
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.
We are pleased to offer a course of study for teachers working in special education or ESL settings with students having difficulty learning to read and write.
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