Reading Recovery Research Paper

Reading is a means of language acquisition, of communication, and of sharing information which is essential in being a productive member of society. If and when a student missed an opportunity to learn the skills necessary for reading, it’s has a profound impact on their lives. As educators we realize that teaching all children to read requires that every child receive excellent reading instruction. We are also aware that children, who are struggling with reading must receive

Creating and implementing effective lessons for a literacy learner who is struggling with reading and writing takes much effort and appropriate resources. Throughout the Literacy Development course, I have gained much insight and resources that have become valuable tools in addressing students’ literacy needs. Each week, I conducted lessons and activities that targeted the needs of many students, but my initial focus on was on one particular student. His individual reading level, spelling development, and writing abilities were analyzed and the recorded data was used

The group of students being presented this intervention program are lower performing readers. Data from multiple measures is collected early on in the school year. All students are given universal screeners to see what intervention they would most likely benefit from according to what skills gaps they currently have. The data is collected from a STAR Reading test, a one minute timed reading fluency inventory, as well as teacher classroom observation and assessment data. As the first two measures are normed assessments, the students all receive a percentile rank. The students who fall in the 10th percentile or below show they are in need of intensive targeted intervention. They are placed into a small group of up to 6 students to participate in this intervention called Enhanced Core. Once identified as needing targeted intervention, these students are also given a CORE Phonics survey which gives the teachers specific data about what phonic skills they are missing exactly.

The components of my literacy program will work together. I will incorporate shared reading and writing, guided reading and writing, independent reading and writing, read alouds and write alouds, and cooperative reading and writing within my classroom.

Many authors state that Reading Recovery is an intensive one-on-one program of instructional reading activities, tailored to the specific needs of each student (Glynn & Crooks, 1992, Hobsbaum & Peters, 1996, Roehrig, Pressley, & Sloup, 2001, Moore & Wade, 1998). Students are generally in the 1st grade when they

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).

My philosophy of literacy is centered on providing a learning environment rich in authentic literature, instruction that is engaging, fun, and balanced, collaborative, and also involving families in the child’s education. My ultimate goal of literacy instruction is to help children become lifelong readers and writers by providing the skills necessary to comprehend, construct, and make meaning of text, speak, and write. (Torgesen, 2002). According to the National Reading Panel, there are five essential components that must be taught in effective reading programs: phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. (Reading Horizons). According to Konza (2014), reading instruction should be changed to six foundational reading elements, adding oral language and early literacy. I also believe that early literacy should be

Abby identified her strengths as “determination and normally, when I say I’m going to do something I do.” Barriers to sobriety include her family. She has very little support from her family because there is a significant history of addiction and abuse. Abby’s goals are to “be a sober mom”. Abby wants to be sober and raise her children in a healthy family.

On February 9th at 7:00 PM, there was a 12-step program held in Christ the King Luther Church. The formal name of the 12-step program is Food Addicts in Recovery Anonymous (FA). When I researched for my 12-step group, I was trying to attend eating disorder Anonymous (EDA) because, in the culture of Korea, lots of Women are secretly struggling with bulimia nervosa and binge eating. However, during my research, I found FA which trying to focus on the fundamental cause of eating disorder and obesity, food. FA is a program of recovery based on the twelve step of alcoholics anonymous, and its take from within the context of overeater anonymous. “OA meetings were united by a shared definition of abstinence; the requirement

(Counselors Affecting Reading Everyday). My plan would involve developing one-on-one counseling sessions where the students would start off by taking a learning style inventory as well as a reading interest inventory. The purpose of the learning style inventory would be to help the students as well as their teachers to understand how each individual child learns and processes information. The reading interest inventory would serve the purpose of helping the students to find a particular type of text that they may enjoy reading. Upon completion of the learning style inventory and reading interest inventory, the students would begin meeting with the counselor to receive one-on-one reading opportunities using books that students self-select based on their interest. This one-on-one meeting will serve to meet the needs of those students who stated that they did not have anyone at home to read with. The students will utilize the school’s Accelerated Reading program to take quizzes on the books they read with the counselor. After earning their first five Accelerated Reading points, a book will be purchased for the student based on their interest. This incentive plan will serve as a means to provide personal books for those students that do not own any as well as attempting to help them to get over the fear or taking reading tests. During these weekly meetings, the counselor will provide a variety of reading text (based on student

The 2001 Summer Reading Program sought to meet the following goals: (1) provide children in grades pre-K–3 with the opportunity to improve and retain reading skills in order to achieve greater success in school; and (2) encourage parents to participate and play an active role in reading with their children. The data from all stakeholders in the program - libraries, students, parents, and teachers - demonstrate that the Program made great strides towards meeting its

| |designed to develop skills in reading, writing, listening, and speaking which ultimately improve critical reading skills in the content | |

Literacy coach will provide additional resources to teachers if needed. Literacy night will be held in the school’s cafeteria and media center. Parents will be guided to the cafeteria to obtained information about grade levels breakout sessions. In the breakout sessions, the grade levels will introduce the five pillars of reading. The educators will also present resources, strategies, and materials that can be incorporated for student growth in reading comprehension. Educators will read a story to the parents and students and conduct a mini lesson that will include activities. The goal of the breakout sessions will be to provide knowledge and utilization of reading strategies in all subjects. Literacy night will connect our sunshine community in coming together to increase authentic engagement and student achievement. Let’s all work together in assembling a brighter future for our

Special Aspect of the Program: The program is child-centered and includes phonics and whole language program to develop necessary learning skills to be successful in elementary school.

The use of formal and informal reading assessments provide important data that allow educators to identify at risk students (Tompkins, 2010). The data collected from the assessments address any factors that may prohibit the development of students’ reading and writing skills. In addition to the assessments, the more an educator can learn about students’ backgrounds and their past reading, language development, and writing experiences the more instructional strategies can be designed to specifically meet the needs of diverse learners in the classroom.