Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
reading recovery
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: reading recovery
Description of the Intervention
Reading Recovery is a program that was created by Marie Clay in New Zealand (Moore & Wade, 1998). She designed a program to help early readers who were having difficulty so they might progress to a reading level similar to their classmates (Lose, 2000). The program was later brought to the United States and implemented in Ohio. It has gained popularity in many other states since that time.
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 participate in a Reading Recovery program, but the techniques may be used with other students as well. Students work with a specially trained teacher for half an hour each day for between 10 and 20 weeks. Moore and Wade note that most students spend an average of 14 weeks in the program. Students remain in the program until they have reached a reading literacy level comparable to their peers (Moore & Wade).
Hobsbaum and Peters (1996) note there are seven elements of the Reading Recovery program. As the student starts a session, he or she re-reads a few books that have been read during the previous lesson (Hobsbaum & Peters). This can include a book that was introduced during the last lesson. The student continues the lesson by practicing letters and words (Hobsbaum & Peters). The student then write a short story which the teacher later cuts into single words and asks the student to reassemble into a full story (Hobsbaum & Peters). At the end of the lesson, Hobsbaum and Peters state that the t...
... middle of paper ...
... read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Retrieved November, 10, 2003, from http:/www.nichd.nih.gov/publications/nrp/smallbook.htm.
Plewis, I. (2000). Evaluating educational interventions using multilevel growth curves: The case of reading recovery. Educational Research and Evaluation, 6, 83-101.
Roehrig, A.D., Pressley, M. & Sloup, M. (2001). Reading strategy instruction in regular primary-level classrooms by teachers trained in reading recovery. Reading and Writing Quarterly, 17, 323-348.
Schmitt, M.C. (2001). The development of children’s strategic processing in reading recovery. Reading Psychology, 22, 129-151.
Wasik, B.A. & Slavin, R.E. (1993). Preventing early reading failure with one-to-one tutoring: A review of five programs. Reading Research Quarterly, 28, 179-200.
This is a reading intervention classroom of six 3rd grade students ages 9-10. This intervention group focuses on phonics, fluency, and comprehension. The students were placed in this group based on the results of the DIBELS Oral Reading Fluency assessment. Students in this class lack basic decoding skills.
With such high numbers of adolescents falling below basic in reading, illiteracy is a battle that must be fought head on. The largest dilemma with the struggle is the number of variations that cause adolescents to become reluctant, unmotivated or struggling readers. Fortunately, a large number of strategies exist to encourage and strengthen readers of all ages, proving that adolescence is not a time to give up on faltering students. Rather, it is a time to evaluate and intervene in an effort to turn a reluctant reader into an avid one (or near enough). Ultimately, educators must learn to properly assess a student’s strengths and weaknesses (Curtis, 2009) and pair them with the proper intervention techniques. If one method does not work, countless others exist to take its place.
According to research, over the period of the 1984-2012, the Reading Recovery program resulted in over 77% of participants who completed the intervention met the grade-level expectations in reading and writing. In addition to Reading Recovery, Brian received adjusted spelling tests where the number of correct letters were credited rather than correct words. Although, the continuous progress classroom consists of third, fourth, and fifth graders, the Reading Recovery program is specifically for younger children; therefore, appears inappropriate given Brian’s grade. Since Brian demonstrates no conspicuous progress in his reading difficulties based on the instructional modifications administered, the author concludes the modifications as ineffective; therefore suggests further
RAVE-O functions as a small group reading intervention program. The instruction in each unit was designed to be concise, explicit, consistent, and easy to follow. The instruction was designed to progress and explicitly connect every aspect of a word as it is encountered. It has “interactive, multi-sensory activities and whimsy-filled strategies that enhance students’ abilities to decode, read fluently, understand, remember, and enjoy what they read” (Wolf, 2011). RAVE-O consists of 16 units, with three to six lessons per unit. Every day in every unit, RAVE-O’s multi-sensory activities and Minute Stories are to strengthen the attention and memory of struggling readers. The overall progress within a unit moves from accuracy to fluency to fluent comprehension.
The causes of reading difficulties often arise because of learning disabilities such as dyslexia, poor preparation before entering school, no value for literacy, low school attendance, insufficient reading instruction, and/or even the way students were taught to read in the early grades. The struggles that students “encounter in school can be seen as socially constructed-by the ways in which schools are organized and scheduled, by assumptions that are made about home life and school abilities, by a curriculum that is often devoid of connections to students’ lives, and by text that may be too difficult for students to read” (Hinchman, and Sheridan-Thomas166). Whatever the reason for the existence of the reading problem initially, by “the time a [student] is in the intermediate grades, there is good evidence that he will show continued reading g...
Trepanier, K. G. (2009). The effectiveness of the orton gillingham instructional program when used in conjunction with a basal reading program. (Order No. 3355062, Walden University). ProQuest Dissertations and Theses, , 101. Retrieved from http://search.proquest.com/docview/305080674?accountid=458. (305080674).
The Six Minute Solution designed by Adams N Gail and Brown M Sheron was first published in 2003 by Sopris West Educational Services. It is a researched-validated intervention that helps teacher improve reading fluency of students from K-9 by pairing students with same-level peers for reading, monitoring, and feedback. During the intervention students receive concentrated practice on phonetic elements, high frequency words, and short passage reading.
Children are entered into Reading Recovery at a critical time in their school careers (age six or during first
...ding Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction(NIH Publication No. 00-4769). Washington, DC: Government Printing Office.
My previous conceptions and beliefs about reading have been challenged by looking at a different group of learners. Now, I have a more solid theoretical understanding understanding of the importance of reflective reading practices, in which the reader realize that reading is a complex process that is not determined for the fluency and “correctness” of matching the printed word with its expected and “appropriate” sound. I am also more aware of the importance of continuous support for struggling readers in post-secondary
Scott, T. M., & Shearer-Lingo, A. (2002). The effects of reading fluency instruction on the academic and behavioral success of middle school students in a self-contained E/BD classroom. Preventing School Failure, 46, 167-173.
The five big ideas are comprised of phonemic awareness, phonics, fluency, comprehension, and vocabulary (Shippen, Miller, Patterson, Houchins, & Darch, 2014). Research suggests Intervention programs have assisted students through scaffold lesson that help to improve student scores through repetitive practice of encoding and decoding skil ls (NRP, 2000). Students will become more confident in their reading skills, taking risks and learning newer, more difficult words over shorter periods of time, thus building their reading levels and improving their skills and score s. In this research, I will examine the role of encoding and decoding strategies on improving student reading skills in addition to how encoding and decoding strategy information can be used to increase efficacy in special
It is a “reading world” we live in and students should be guaranteed every opportunity to succeed in this information driven society. Children today are overwhelmed with more reading material than ever before on billboard, television, the Internet and at school, causing reading to become a relevant and essential need in the life of every child (Lumpkin 1972). Being able to read has become the core of our information driven society. Yet, reading difficulties continue to plague the foundation of our education system creating a problem that only seems to be escalating. Hasselbring affirms that reading difficulties are a serious concern to our nation’s students claiming that, “as many as 20 percent of 17 year olds... [are] functionally illiterate and 44 percent of all high school students…[are] described as semi-illiterate”(2004). This is a harsh reality to face – a reality that stems from difficulties developed at the elementary level where reading complications arise and usually go unchecked. These reading difficulties are carri...
readers: A perspective for research and intervention ―[Electronic version]. Scientific Studies of Reading, 11(4), 289-312.
Many students have a hard time when it comes to reading. There are many reading inventions that can help students out. Reading inventions are strategies that help students who are having trouble reading. The interventions are techniques that can be used to assist in one on ones with students or working in small groups to help students become a better reader. Hannah is a student who seems to be struggling with many independent reading assignments. There can be many reasons that Hannah is struggling with the independent reading assignments. One of the reasons that Hannah can be struggling with is reading comprehension while she is reading on her on. Reading comprehension is when students are able to read something, they are able to process it and they are able to understand what the text is saying. According to article Evidence-based early reading practices within a response to intervention system, it was mentioned that research strategies that can use to help reading comprehension can include of activating the student’s background knowledge of the text, the teacher can have questions that the student answer while reading the text, having students draw conclusions from the text, having