Reading Recovery is a short-term intervention for first graders having extreme difficulty with early reading and writing. Specially trained teachers work individually with students in daily 30-minute lessons lasting 12 to 20 weeks. After a full series of lessons, about 75% of these formerly lowest students reach grade-level standard.
Reading Recovery is based on research suggesting that intensive, high quality intervention during the early years of school is the most productive investment of resources. Researched and developed by Dr. Marie Clay, Reading Recovery provides a supplementary model of instruction for children at-risk in their second year of primary (first grade).
The Collaborative Center for Literacy Development supports the implementation of Reading Recovery in districts where reading levels are low. Districts are assisted with the identification and assessment of literacy needs, professional development and coaching.
Judy Embry, EdD, is the Director of the Reading Recovery Center and a Reading Recovery Trainer. Lindy Harmon, EdD., serves as an additional Reading Recovery Trainer at the University Training Center. Both provide graduate level training and ongoing professional development in Reading Recovery for Kentucky’s primary teachers.
Debbie Thurmond serves as the Administrative Assistant at the Reading Recovery Center and can be reached at 859-257-7859.
|Teacher Leader||School District Served||Training Site|
|Bourbon, Scott, Pendleton, Campbell||Bourbon County|
|Ballard, Calloway, Carlisle, Christian, Crittenden, Graves, Lyon, Mayfield Independent, Marshall, McCracken, Murray Independent||Christian County|
|Vikki Hall (Interim TL)
|Franklin, Woodford||Franklin County|
|Breathitt, Hardan, Hardan Independent, Hazard Independent, Jenkins Independent, Lee, Letcher, Knott, Perry, Wolfe||Kentucky Valley Educational Cooperative|
|Carter, Clay, Floyd, Harlan, Leslie, Paintsville Independent||Kentucky Valley Educational Cooperative|
|Floyd, Johnson, Martin, Magoffin, Paintsville Independent, Pike, Pikeville Independent||Kentucky Valley Educational Cooperative|
|Ashland Independent, Boyd, Carter, Elliott, Fleming, Fairview Independent , Lawrence, Russell Independent||Kentucky Valley Educational Cooperative|
606-546-3496 ext. 1117
|Bell, Corbin Independent , Knox, Laurel, Middlesboro Independent, Whitley||Knox County|
|Boyle, Bullitt, Burgin Independent, Larue, Marion, Nelson, Spencer, Taylor, Washington||Larue County|
|Berea Independent, Estill, Garrard, Madison, Somerset Independent||Madison County|
|Clinton, Cumberland, Edmonson, Grayson, Green, Hart, Metcalfe, Monroe, Wayne||Monroe County|
|Daviess, Hancock, Henderson, Logan, McLean, Muhlenberg, Ohio||Ohio County|
|Oldham, Trimble||Oldham County|
|Anderson, Franklin, Shelby||Shelby County|
Professional Learning Model
A highly qualified teacher makes a difference in student outcomes, especially for children having difficulties. Reading Recovery’s professional development is widely acclaimed as an investment in the professional skills of teachers and a model worth emulating (Herman & Stringfield, 1997).
The Comprehensive Intervention Model (CIM) is a systemic approach to literacy improvement. Reading Recovery Teacher Leaders/CIM Coaches are viewed as agents of system change. CIM Coaches provide specialized training and ongoing professional development for intervention teachers/CIM Specialists who work with struggling readers in the primary grades, including Reading Recovery in first grade. CIM recognizes that reading and writing are complex, meaning-making processes. The goal of each intervention is to develop self-regulated, strategic readers and writers who are able to solve literacy problems with flexibility, efficiency, and understanding.
The CIM Intervention portfolios provide teachers with structured predictable lesson components and established routines for daily instruction. Dr. Linda Dorn (University of Arkansas-Little Rock) designed the framework to assist the CIM teachers in problem solving and decision making using data with selecting children’s books, prompting for strategies, and teaching for independence and transfer.
The CIM portfolio includes a collection of seven evidence-based interventions (Grades K-5) from Dr. Dorn’s Interventions that Work series:
- Reading Recovery
- Guided Reading Plus Group
- Assisted Writing – interactive writing group
- Assisted Writing – writing aloud group
- Writing Process Group
- Comprehension Focus Group – genre units of study
- Comprehension Focus Group – content units of study
For CIM Information, please contact Judy Embry, Lindy Harmon or Karen Birdwhistell at 859-257-7859
Research on Reading Recovery
Reading Recovery Boosts 1st Graders Reading, i3 Study Finds
By Sarah D. Sparks on March 22, 2016
By Liana Heitin. Originally posted at Curriculum Matters.
A new study of Reading Recovery, a 1-on-1 reading intervention program for 1st graders, found that the program had a significant positive impact on students’ reading achievement. The evaluation, conducted as part of a federal Investing in Innovation scale-up grant, analyzed reading performance for nearly 7,000 1st grade students at more than 1,000 schools over four years. Students were randomly assigned to either the treatment group, in which they received 30 minutes a day of 1-on-1 lessons taught by a trained Reading Recovery teacher, or a control group, in which they received their school’s regular interventions. Students participated in either condition for 12 to 20 weeks. The researchers, from the Consortium for Policy Research in Education at the University of Pennsylvania and the Center for Research on Education and Social Policy at the University of Delaware, looked at student performance on the Iowa Test of Basic Skills’ tests of reading comprehension and decoding, as well as an early-literacy screener used for Reading Recovery. They found that students in the treatment group significantly outperformed those in the control group. For total reading on the Iowa Test, the treatment group scored at the 36th percentile after the five-month period, while the treatment group scored at the 18th percentile. (All student participants were struggling readers to begin with.)
The growth rate for Reading Recovery participants was 131 percent of the national average growth rate for 1st graders.
Florida Center for Reading Research: https://readingrecovery.org/wp-content/uploads/2016/12/fcrr_reading_recovery.pdf