Evaluation of Reading Recovery: Description and Review of Research

Guided Reading is a component of a balanced literacy program providing differentiated, small group reading instruction to four to six students with

My early reading experiences reflect the history that Vogt and Shearer (2011) describe in the first chapter of Reading Specialists and Literacy Coaches in the Real World. The basal reading programs of the 1970s and 1980s included “leveled readers, phonics activities, and a great deal of comprehension skill practice, usually found on the pages of the accompanying workbooks. The programs also included highly structured, detailed teacher’s guides, with different lesson plans for each of the three instructional groups” (Vogt & Shearer, 2011, p.13).

According to Carnine, Silbert, and Kame’enui, many students will not be able to become successful readers, unless their teacher is able to identify the essential reading skills, find out the skills that their students do not have, and teach those skills to their students.

Reading Recovery is a highly effective short-term intervention of one-to one tutoring for low-achieving first graders. The intervention is most effective when it is available to all students who need it and used as a supplement to good classroom teaching” (Cox, 254).

S.P.I.R.E. (Specialized Program Individualizing Reading Excellence) is a comprehensive reading intervention program developed by Sheila Clark-Edmands, M.S.Ed., published by EPS Literacy and Intervention and is currently in its third edition (Clark-Edmands, 2012). While S.P.I.R.E. is most appropriate for Tier 2 and Tier 3 students with learning differences and struggling learners, the program has been used in a variety of settings, including classroom, small group and one-on-one. Based on the Orton-Gillingham approach, S.P.I.R.E. incorporates the most recent research regarding best practices in reading and language arts instruction as well as the professional standards published by professional organizations such as the International Reading Association and the International Dyslexia Association (Balajthy, 2014). The program is designed to build

For some people reading can be a difficult experience. For me it became difficult at the age of five years old. I really wasn’t an educational kid I was more of a kid that like to play with my toys and four brothers, whenever they came home from school. As I grew up reading became a little more difficult for me to master, at times in my middle school my teacher Mr.G would test us on how well and skilled we were at reading. Every day when it was time for him to test me I would get nervous and started to stubble on words and fail my test. By the time I was in high school I learned how to take my time and read, which has help me to progress my reading skills over the years.

In this afterschool program, I was responsible for helping a second grade student improve his reading ability. Some activities that we engaged in include re-reading familiar books; reading new books within his reading level; practicing spelling words; playing reading games; and writing stories. I also designed activities that met the student’s reading goals while incorporating his funds of knowledge and interests, such as using Storybird to write stories and playing basketball to practice spelling words.

(2015, October). Summary of research generated by Striving Readers on the effectiveness of Interventions for struggling adolescent readers. https://ies.ed.gov/ncee/pubs/20164001/pdf/20164001.pdf

Repeated Reading is a data-based strategy to increase students reading fluency. It helps build word recognition skills, and allow the reader to spend more of his or her energy on comprehension and less on decoding. Meanwhile, this builds fluency in how they can orally communicate the reading.

Reading Recovery is a short-term intervention designed for children who are struggling in reading and writing. This program can help children who are unable to read the simplest of books. The intervention involves intensive one-to-one lessons for 30 minutes a day with a trained literacy teacher, for between 12 and 20 weeks.

While reading and looking at many strategies and procedures I feel that repetition in most cases for at-risk students is the key. Strategies such as these will give students the tools to become better readers. The experimental group of third graders who were working with the interventionist understood the text when it was read to them; however, the word recognition was the cause for the low test scores (Mayfield & Holmes, 1999-11-19). A problem in my classroom addressed by the repetition strategies was the ability to read and remember sight words.

A week later, I asked Lynda if she would like to come into my room before school for extra help on her reading? I taught Lynda to read, using an intense reading protocol learned in my Reading Recovery training. Lynda blossomed and made huge gains. Lynda finally saw herself as a capable learner.

Reading is a crucial problem-solving process children develop through early years of life and begin to refine in primary school (Van Keer, 2004). To gain literacy competency educators aim to effectively teach their students how to decode print and how to comprehend the texts they read (Departments of Education, Science and Training [DEST], 2005). Through systematic and explicit reading instruction students are taught with a precise skill based learning experience that provides them with direct and ambiguous demonstrations of the skills they require to read and how to successfully use them in their reading (Van Keer, 2004). The process of reading is a systematic process that must address the following five essential skills, which are building

As many teachers search for new strategies and interventions to address the lack of fluency within their reading programs, Repeated Reading (RR) appears to be a topic of curiosity. RR is an evidenced based strategy designed to increase reading fluency and comprehension through the development of automatic word processing and contextualized linguistic effect (Winter, 2007). Similar to the text features on a cell phone, automatic word processing is the ability to detect and comprehend a word effortlessly as the viewer glares to the next set of letters. This skill is key in increasing fluency as the reader spends little time decoding the words before them.

Reading is believed to be an easy task, something we all learning and develop through the years as we grow, however, is it really that simple? To reading and understanding are both essential when a student begins to read. It is a complex action that requires a multitude of different actions/components, all working at the same time, to become a successful reader. The components that are pertinent to reading are: comprehension, oral language, phonological awareness, phonics, fluency and vocabulary. Without these components, reading may very well be irrelevant because it does not make sense to read and not understand what is being transmitted/relayed. According to the National Reading Panel (NRP), “a combination of techniques is effective for