Reading Recovery, Article Review Example

Reading Recovery in the United States: 2007—2008 Executive Summary. National Data Evaluation Center (NDEC). Retrieved from: http://www.ndec.us

Summary

Reading Recovery is a tiered approach to instructional delivery intended to meet the learning needs of developmentally disabled and English as a Second Language (ESL) students and others whom do not benefit from the traditional approach to classroom instruction. Since its inception in 2007, 1.7 million students in the United States have benefited from its application.  An intensive, one-on-one learning model, Reading Recovery has shown successful improvement of student capacity in reading comprehension and retention. The approach is also offered in Spanish, and between 2007 and 2008, there were 1,150 students referred to Descubriendo la Lectura (DLL); with 89,871 student referrals to the English language instructional facilitation of the model.

Of the 70,302 completing the Reading Recovery intervention 75% responded well to the instruction, reported average levels of reading and writing; and of the 873 whom completed the DLL intervention 74% reported average levels (NDEC 2008). Additional progress was reported amongst 25% of the children whom did not reach average levels of reading, yet improved markedly with further recommendation toward extended, intensive instruction.  Finally, educators also stand to benefit from incorporation of Reading Recovery into their curricula, and the aforementioned students have been instructed by a network of educators whom trained in the methodology comprised of learned faculty from twenty two different universities; 10,820 teachers in 6,446 schools & 2,040 school districts; and 478 literacy coaches called teacher leaders.

Analysis

Comparative progress with Reading Recovery reveals that the NDEC study conducted on students parallels meta-analysis of the approach, and results from the two sample groups in the study shows that: 1) a first-grade student population whom received instructional intervention with the approach; and an equivalent 2) comparison group of first-grade students who did not receive Reading Recovery, but were assessed as equally low readers, resulted in demonstrated progress within the first group, and not the control group.

Methodology

Reading Recovery’s methodological approach involves a tri-partite process of implementation, by which both teachers and students interface through learner-centered instruction toward evaluated results. The following describes the approach:

1. A year-long professional development through which edu­cators learn and continue to explore proven, research-based theory and procedures;
2. Intensive daily one-to-one instruction for first-grade chil­dren most at risk of reading failure;
3. A long-range plan to chart the course toward full imple­mentation and literacy for all children.

An additional step in Reading Recovery provides external support to participating educators and partnered institutions through application of knowledge and practice sharing. Networked dialogue including participatory presentation of the method at professional training workshops, may compliment the instructional tool, and advance best practices models toward inclusion of the approach.

Recommendations for Implementation

From an institutional perspective, schools and learning facilities that employ the Reading Recovery methodology in literacy education programs benefit from the sheer cost-effectiveness of the easily application. Resource for the professional training program toward implementation of the approach should be sought in order to reduce attendant issues to illiteracy such as self-esteem problems and truancy, and life-long issues like increased health risks and reduced employment opportunities.