Reading Recovery
Reading Recovery is program designed to target the lowest achieving 20% of first graders, and provide them with an intensive, systematic intervention. This intervention is delivered by expert teachers who have recieved one year of Reading Recovery training and ongoing professional development. The intervention is short-term, lasting between 12 and 20 weeks with the goals of bringing student performance up to meet grade-level expectations and prevent long-term reading difficulties. There is a substantial body of evidence supporting the success of this program.
My first artifact is a power point from a guest speaker in my Assessment & Evaluation in Special Education course. At the time, the speaker had been a Reading Recovery teacher for 18 years. She described the process for selecting students and implementing the intervention. My second artifact is an article by Briggs, Forbes, & O'Connor (2013), entitled Response to Intervention: Following Three Reading Recovery Children on Their Individual Paths to Becoming Literate. The article details the program and the journey of implementing the intervention with three students and their teachers. Following the intervention, all three students were meeting grade level expectations and keeping up with their peers. These artifacts represent my comprehension of the Reading Recovery program.
Reading Recovery is program designed to target the lowest achieving 20% of first graders, and provide them with an intensive, systematic intervention. This intervention is delivered by expert teachers who have recieved one year of Reading Recovery training and ongoing professional development. The intervention is short-term, lasting between 12 and 20 weeks with the goals of bringing student performance up to meet grade-level expectations and prevent long-term reading difficulties. There is a substantial body of evidence supporting the success of this program.
My first artifact is a power point from a guest speaker in my Assessment & Evaluation in Special Education course. At the time, the speaker had been a Reading Recovery teacher for 18 years. She described the process for selecting students and implementing the intervention. My second artifact is an article by Briggs, Forbes, & O'Connor (2013), entitled Response to Intervention: Following Three Reading Recovery Children on Their Individual Paths to Becoming Literate. The article details the program and the journey of implementing the intervention with three students and their teachers. Following the intervention, all three students were meeting grade level expectations and keeping up with their peers. These artifacts represent my comprehension of the Reading Recovery program.