Reading Recovery—Does it work?-Staff Presentation Patti Lapham January 15, 2011 Classroom Reading and Writing-

Slides:



Advertisements
Similar presentations
Reading Recovery: Can School Psychologists Contribute? Ruth M. Kelly, Western Illinois University Kelly R. Waner, Special Education Association of Adams.
Advertisements

RtI Response to Intervention
Materials and Programs for Literacy Instruction Chapter 6.
Have you been using AR to its full capacity?
Welcome to Reading Recovery! Presented by: Suzanne Pettifer and Melissa Salter.
This study seeks to evaluate the effectiveness of My Breakfast Reading Program in reducing the number of children at-risk for reading difficulty. 1st grade.
Fountas & Pinnell Leveled Literacy Intervention.
Guided Reading By Katie Alexander Summer What is Guided Reading? A reading strategy that helps students become strong independent readers Requires.
Assessment in 2010 and Beyond: An Australian Perspective A/P Heather Fehring 20 th January 2010.
Reading Recovery In Union County Schools An Early Intervention for First Graders.
Implementing a Diagnostic Reading Assessment Grades 4-8
Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel.
796 Independent Study Lisa C. LeRoy.  Marie Clay is from Australia/New Zealand and after years of study and working with young struggling readers she.
Regional Trainings, Fall 2003
Lakshmi Valdes Tina Hanby. The Fountas & Pinnell Leveled Literacy Intervention System (LLI) is a small-group, supplementary literacy intervention designed.
Good Spirit School Division
The Effect of Teacher Intervention of Encoding Strategies Upon Students’ Encoding and Decoding Fluency Linda Lindsey Bridgewater State College 2007.
Improving Writing Skills Through Interactive Writing Jamie Stief.
Universal Screening and Progress Monitoring Nebraska Department of Education Response-to-Intervention Consortium.
Reading First Assessment Faculty Presentation. Fundamental Discoveries About How Children Learn to Read 1.Children who enter first grade weak in phonemic.
The Importance of Providing Students With An Appropriate and Successful Educational Experience By Jennifer Felty EDUC 519.
INCREASING READING FLUENCY Implementing Reading Intervention in Grades 7-9 Andrea Nelson University of Utah Special Education.
Reading Recovery: How Much Does It Cost? Christy Wall Harrelson Dr. G. Geer EDAD 684: School Finance-Ethics Spring 2011.
Specific Learning Disabilities in Plain English Specific Learning Disabilities in Plain English Children with specific learning disabilities (SLD) have.
READING RECOVERY KIMBERLEE HICKS KAREN JEWETTE CHARLOTTE WRIGHT RANDY BACHMEIER GROUP 1 KIMBERLEE HICKS KAREN JEWETTE CHARLOTTE WRIGHT RANDY BACHMEIER.
 Kingsport City Schools.  The foundation of our work with RTI is to support all student needs using a solutions-focused approach. We will utilize evidence-based.
Reading Recovery® Orchard Hill Elementary School Montgomery Township Schools September, 2005 Presented by Kathleen Scotti & Kathy Grover.
Module 4: Unit 1, Session 2 MODULE 4: TIERED INSTRUCTION Adolescent Literacy – Professional Development Unit 1, Session 2.
Reevaluation Using PSM/RTI Processes, PLAFP, and Exit Criteria How do I do all this stuff?
Implementation of the North Carolina Read to Achieve Program Parent Guide
Dr. Sarah McPherson New York Institute of Technology Adapted from Lora Parks-Recore CEWW Special Education Training and Resource Center SETRC 1 Response.
Building Success During the Early Years 1. Success is Cumulative International test scores (e.g., TIMSS, PISA) are the cumulative result of children’s.
Parents Encourage Pupils (PEP) A Targeted Tier 2 Intervention for Students “At Risk” for Reading Difficulties Shuck, Ulsh, & Platt (1983) See PEP Handout.
What Was Learned from a Second Year of Implementation IES Research Conference Washington, DC June 8, 2009 William Corrin, Senior Research Associate MDRC.
An Overview: Reading Recovery. Overview of Reading Recovery O Reading Recovery is a highly effective (Tier 3) short- term intervention of one-to-one tutoring.
Response to Intervention: Improving Achievement for ALL Students Understanding the Response to Intervention Process: A Parent’s Guide Presented by: Dori.
Marie Murray Spring  Learning to read is a complex, multi-faceted process.  Children must understand comprehension is the main goal.  Children.
From Screening to Verification: The RTI Process at Westside Jolene Johnson, Ed.S. Monica McKevitt, Ed.S.
Reevaluation Using PSM/RTI Processes, PLAFP, and Exit Criteria How do I do all this stuff?
Tailoring Literacy Instruction to Special Education Populations Sylvia Linan-Thompson Vaughn Gross Center for Reading and Language Arts The University.
Response to Intervention in KPS Linda Campbell
AN ANALYSIS OF THE EFFECTIVENESS OF THE EARLY READING INTERVENTION FOR SELF-EFFICACY (E-RISE) ON FIRST, SECOND, AND THIRD GRADE STUDENTS IN AN AT-RISK.
Dr. Sarah McPherson New York Institute of Technology Adapted from Lora Parks-Recore CEWW Special Education Training and Resource Center SETRC 1 Response.
Leveled Literacy Intervention LLI Developed by: Irene Fountas & Gay Su Pinnell All information acquired from the “ Blue Program Guide” Published by Heinemann.
Reading Recovery A presentation by Sharon Ferrari.
CHAPTER 8 DEVELOPMENTAL CHANGES IN READING COMPREHENSION: IMPLICATIONS FOR ASSESSMENT AND INSTRUCTION AUTHORS: SUZANNE M. ADLOF, CHARLES A. PERFETTI, AND.
Read to Achieve Parent Presentation What is Read to Achieve? Read to Achieve was created in legislation and approved by the North Carolina.
The Basics Contributors: Marie M. Clay, Gay Sue Pinnell & Irene Fountas and Linda Dorn.
Small Wins Charlene Walker EDU 697 Capstone: A Project Approach September 13, 2015.
Small Group Instruction Prepared by Andrea Hnatiuk.
Changes to assessment and reporting of children’s attainment A guide for Parents and Carers Please use the SPACE bar to move this slideshow at your own.
Response to Intervention Institute The Ohio State University October 16 th, 2007 Emily Rodgers
The Interactive Strategies Approach to Early Literacy Intervention (ISA) Michelle Eackles RDG 692 Best Practices in Early Literacy Instruction Diane M.
Effectiveness of Selected Supplemental Reading Comprehension Interventions: Impacts on a First Cohort of Fifth-Grade Students June 8, 2009 IES Annual Research.
RUNNING RECORDS HOW TO ASSESS AND IMPROVE EVERY CHILD’S READING Edgerton Public School Professional Development Training February 12, 2016 Presented by:
Progress Monitoring Goal Setting Overview of Measures Keith Drieberg, Director of Psychological Services John Oliveri, School Psychologist Cathleen Geraghty,
DECISION-MAKING FOR RESULTS HSES- Data Team Training.
What Research Says About Phonological And Phonemic Awareness By: Brittney Morgan & Rachael Midcap.
Response to Intervention for PST Dr. Kenneth P. Oliver Macon County Schools’ Fall Leadership Retreat November 15, 2013.
Linda Bohland Ginger Mason Missy Moxley Beth Scott Melissa Swaim.
Different paths to similar outcomes
Implementation of the North Carolina Read to Achieve Program
Learning During the Launch Planning a Powerful Start
Verification Guidelines for Children with Disabilities
Implementation of the North Carolina Read to Achieve Program
RTI Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning and behavior needs. Struggling.
Ensuring Success for Every Reader
Orozco EOY School-Wide Data
Evidence Based Practices
What is Reading Recovery?
Presentation transcript:

Reading Recovery—Does it work?-Staff Presentation Patti Lapham January 15, 2011 Classroom Reading and Writing-

What is it?  A early intervention program that detects students who are behind early in their academic careers.  It is a widely used early intervention for the lowest performing first-graders.  It is a one on one tutorial intervention that increases emerging literacy abilities for students of all diverse populations.

What is the goal of this early intervention?  To reduce the number of students have severe difficulty developing the literacy skills they need.  To reduce the cost of educating these students with this difficulty.  To help these students to develop reading and writing strategies that are necessary to function in a regular classroom.

Who qualifies to be in this program?  Students who are in the first grade.  Students who are ranked in the low 10% of their class by their reading abilities.  Students who are not making progress in reading.

What is some background information on RR?  It was developed by Marie Clay in  It was initially implemented in New Zealand.  It was implemented in the United States in 1984 by Clay.  It is presently offered in 49 states.

What happens once the students are selected for RR?  The first 10 days are spent on the teacher building trust with the student. (reading, writing, analyzing the child’s behavior, and observing)  The teacher then goes into daily one-on-one 30 minute lessons that will continue for weeks of tutorial  lessons or until the RR teacher feels the child is ready to return to regular instruction in the classroom.

Reading Recovery Format 10 minutes:Familiar Reading (Leveled Books) Running Record 10 minutes:Letter Identification Writing Cut-up Story 10 minutes:New Book Introduction Reread New Book (child attempted)

Does this program work? Research on the Reading Recovery intervention remains controversial. Three peer reviewed publications that are most relevent to issues of intervention effectiveness and efficiency: Center, Wheldall, ?Freeman, Outhred, and McNaught (1995) Iversen and Tunmer (1993) Chapman, Tunmer, and Prochnow (2001)

Center, et al (1995) Examined progress of 3 groups on a variety of reading-related measures across the beginning, middle and end of the the first grade and again in the middle of second grade. The lowest achieving students across 10 schools were randomly assigned to the RR intervention at the beginning of first grade or to a control group. A comparison group of low-achieving students from five similar schools without the RR intervention were also assessed at each test period.

Center, et al., Results The three groups did not differ significantly on any of the measures on the pretreatment assessment. The standard and modified RR groups scored significantly higher than children in the small-group intervention at discontinuation. (over 8 standard deviations) Comparisons of the two RR groups with average students from their classrooms showed similar profiles, with the only significant differences in favor of the RR groups.

Iversen and Tunmer (1993) Compared two versions of the RR program against a small- group intervention. The two groups were referred to the Standard RR program and the Modified RR program. In both these groups the teachers used the standard RR framework. The modified RR teachers added procedures to the letter identification component so that when children could identify 35 upper and lowercase alphabet, the teachers began to use some of the time in this section of the lesson to manipulate letters in familiar words to make new words.

Iversen and Tunmer (1993), continued. These students were assessed at three time periods: Pre-intervention, at the end of the RR program, and at the end of the first grade school year. Results: significant and large effects of the RR group on all measures at the middle and end of first grade. A year after the intervention period, the RR group continued to score higher than both the control and comparison gorups on all measures. Efficiency: Conducted an analysis of students in the RR, Control, and comparison groups based on test results collected in the middle of the second grade school year.

Iverson and Tunmer (1993), results Concluded that 65% of the RR groups appeared to be reading at, near, or above average levels. They compared this with 28% of the comparison groups that met these same criteria. And concluded that about 30% of the RR groups would have reached their criteria level without the intervention. They argued that the efficiency of the intervention was low because selection procedures identify a large number of students for service who would have made adequate progress without the intervention.

Chapman et al. (2001) Used a longitudinal cohort analysis to examine the effectiveness of RR intervention. They reported data collected at five points across the first 2.5 years of school for a cohort of 152 students from 16 New Zealand primary schools. RR students showed no progress relative to a poor reader comparison groups on any measures of phonological processing, word recognition, or reading comprehension. An increased gap in reading self-concept measures relative to all high- performing comparison group. Reading age norms showed performance below norm-based expectations for the RR students and the poor reader comparison groups.

Comparisons Of the three studies two show the RR is successful. One suggests that it is not long term. Objective critics acknowledge that RR works.

Does RR work? After reading the results, you decide. Does it work? Does it hurt to have this individualized intervention? Depending on who does the analyzing, it is hard to decide. Does RR work or not?

References: References Center, Y., Wheldall, K., Freeman, L., Outhred, L., & McNaught, M. (1995). An Experimental Evaluation of Reading Recovery. Reading Research Quarterly, 30, Clay, M. (1985). The Early Detection of Reading Difficulties. Portsmouth, NH: Heinemann Publishing. Iversen, & Tummer, W. E. (1993). Phonological processing Skills and the Reading Recovery Program. Journal Educational Psychology, 85,

The End.