special programs & funding

What is Reading Recovery®?
Reading Recovery is a highly effective short-term intervention of one-on-one tutoring for first grade students who are struggling in reading and writing. The intervention is most effective when it is available to all students who need it and is used as a supplement to quality classroom teaching. In Reading Recovery, individual students receive a half-hour lesson each school day for 12 to 20 weeks with a specially trained Reading Recovery teacher. As soon as students can read within the average range of their class and demonstrate that they can continue to achieve, their lessons are discontinued, and new students begin individual instruction.
 

How was Reading Recovery developed?
Reading Recovery was developed by New Zealand educator and researcher Dr. Marie M. Clay. Dr. Clay conducted observational research in the mid-1960s that enabled her to design ways to detect children's early reading difficulties. In the mid-1970s, she developed Reading Recovery procedures with teachers and tested the program in New Zealand. Since its success in New Zealand, Reading Recovery has expanded to Australia, the United States, Canada and the United Kingdom. More than one million first graders have been served in the United States since Reading Recovery was introduced here in 1984.
 

Sustained gains over time
Reading Recovery is a data-based intervention. Numerous national studies document the program's success. Ongoing data collection for every child served ensures the integrity of the Reading Recovery Program. Ongoing data collection on every child in the Reading Recovery program is conducted through the National Data Evaluation Center in Columbus, Ohio. The NDEC supports early literacy achievement using science-based methods in research and evaluation. They use technology to provide educators with the data they need to evaluate their Reading Recovery implementations at the district level and make timely, well-informed decisions. These results in turn are also used to evaluate the program at the national level. The following chart compares the percentage of children nationally and district-wide who successfully discontinued the program after a full series of lessons.

The US Department of Education’s Beginning Reading What Works Clearinghouse (WWC) review focuses on reading interventions for students in grades K–3 (or ages 5–8) that are intended to increase skills in alphabetics (phonemic awareness, phonological awareness, letter recognition, print awareness, and phonics), reading fluency, comprehension (vocabulary and reading comprehension), or general reading achievement. Interventions for this review are defined as programs, products, practices, or policies that are intended to increase skills in the areas named above. The completed review of beginning-reading programs by the WWC found just one program, Reading Recovery, to have positive effects across all four domains, alphabetics, fluency, comprehension, and general reading achievement.

Reading Recovery in Duval County Public Schools
Currently Reading Recovery is funded in schools using Title I schoolwide funds or school operating funds.  A decision to implement the intervention is made at the school level.  Reading Recovery teachers work with one student at a time over a 12- to 20-week period. Each daily 30-minute lesson is tailored to the needs of the individual child. Reading Recovery teachers generally teach no more than four or five students per day in individual lessons. During the remainder of the day, teachers meet the other literacy needs of the school such as small group instruction Kindergarten-5^th grade and inclusion support.  Reading Recovery has been implemented in Duval County for 13 years. Reading Recovery has served more than 4,000 first grade students with a 72% success rate for students receiving a full series of lessons.
 

Teacher training requires successful participation and completion in a graduate level Reading Recovery course taught by a registered Teacher Leader for a full academic year. Concurrent with the training, the teacher works with Reading Recovery children and fulfills other educational roles as prescribed by the school district. Demonstration teaching behind a one way glass, weekly evening classes and individual school visits by a Teacher Leader comprise the training year. Continued professional development is required for trained teachers 6 times during subsequent years as well as individual school visits to maintain registry as a Reading Recovery teacher.
 

Parental Support-

Reading Aloud to Your Child
This helps your child to:

• Develop a love of reading
• Learn the language of books
• Understand how stories are put together, with beginnings, middles, and ends
• Predict what will happen in a story. Ask, "What do you think will happen next?"
• Understand the characters, main idea, and setting
• Understand that in early books, pictures help tell the story

Set aside time to read to your child everyday.
Sit close to your child in a comfortable place.
Choose books that your child can read or you can read to him.

Listening to Your Child Read
Set aside time to listen to your child read everyday.
Sit close to your child in a comfortable place.
Daily reading sessions of 10-15 minutes are best.
Have your child choose a familiar book to read.
Let your child do the reading.
If your child makes a mistake and can't fix it, WAIT and encourage him to try!

• Encourage him to look at the picture and think about the story "What would make sense?" Now, "Try that again."
• Encourage him to reread the sentence- "Think about what is happening in the story and say the first part of the hard word."
• Ask him to check the words to see if what he said matches the print. "Does it look right?"
• Tell him the word

Talk about the story after reading it.  

Children love to read the same book over and over. Rereading favorite books helps the child to sound like a fluent reader. Take turns reading pages to model what "good" reading sounds like.  Encourage your child to read with expression. Prompt-"Read it like the characters are talking!"

For additional information on Reading Recovery, visit: 
Reading Recovery Council of North America
 

The Reading Recovery Council of North America, Inc. is a not-for-profit association of Reading Recovery professionals, advocates, and partners. The Council provides a network of opportunities for leadership and professional development. It is an advocate for Reading Recovery throughout North America. Nearly 8,000 individuals are members of the Council.

Duval County Public Schools Reading Recovery Contact

Lisa Johns Wells, Teacher Leader
1701 Prudential Drive, 3^rd floor
Jacksonville, FL 32207
904-390-2312
JohnsL2@duvalschools.org