ERIC ED436733: Teaching and Learning: Our Experience in Reading Recovery.

8 Pages·1997·0.29 MB·English

by  ERIC

DOCUMENT RESUME
CS 013 785
ED 436 733
Browne, Ann; Fitts, Maryellen; McLaughlin, Bennetta;
AUTHOR
McNamara, Mary Jane; Williams, Judy
Teaching and Learning: Our Experience in Reading Recovery.
TITLE
Reading Recovery Council of North America, Columbus, OH.
INSTITUTION
PUB DATE 1997-00-00
NOTE
7p
Opinion Papers (120)
Reports
Journal Articles (080)
PUB TYPE
Descriptive (141)
Running Record; v9 n2 p2-5,18 Spr 1997
JOURNAL CIT
MF01/PC01 Plus Postage.
EDRS PRICE
Classroom Techniques; *Early Intervention; Instructional
DESCRIPTORS
Effectiveness; Primary Education; *Reading Difficulties;
*Reading Instruction; *Student Needs; *Teacher Role;
*Teaching Experience
*Reading Recovery Projects
IDENTIFIERS
ABSTRACT
Written in response to an article critical of Reading
Recovery (published in the December/January 1996/1997 issue of "The Reading
Teacher"), this paper describes what the 5 authors have learned and are
learning about Reading Recovery. An introductory section discusses Reading
Recovery, noting that it is an individual tutoring program for young children
who are having difficulty learning to read and write after their first year
(1) the authors learned to
of school. Sections of the paper describe how:
(2) demonstration
teach and to think differently about teaching and learning;
teaching behind a one-way glass offered a powerful setting for their
(3) they discovered their strengths as they constructed their own
learning;
(4) they became committed to
understandings of the children they taught;
(5) they learned to be
giving the child control of the learning process;
efficient as well as effective--to keep a lively pace and make the most of
(6) they learned the reciprocal value of writing and
that 30 minutes of time;
(7) like other scientists, they developed skills in keeping and
reading;
analyzing records of students' behaviors; (8) their colleagues contributed to
their learning in deep and significant ways; (9) Reading Recovery teacher
leaders offered special help, support, and challenge as the teachers examined
(10) they are experienced Reading Recovery teachers, but they
their teaching;
continue to learn more every year; and (11) Reading Recovery is hard work,
but they have been rewarded by seeing their students' rapid progress.
(RS)
Reproductions supplied by EDRS are the best that can be made
from the original document.
Teaching and Learning: Our Experience in
Reading Recovery
Ann Browne
Maryellen Fitts
Bennetta McLaughlin
Mary Jane McNamara
Judy Williams
U.S. DEPARTMENT OF EDUCATION
PERMISSION TO REPRODUCE AND
Office of Educational Research and Improvement
DISSEMINATE THIS MATERIAL HAS
EDUCATIONAL RESOURCES INFORMATION
BEEN GRANTED BY
CENTER (ERIC)
This document has been reproduced as
received from the person or organization
originating it.
Minor changes have been made to
improve reproduction quality.
TO THE EDUCATIONAL RESOURCES
Points of view or opinions stated in this
INFORMATION CENTER (ERIC)
document do not necessarily represent
1
official OERI position or policy.
BEST COPY AVAILABLE
2
The Running Record
Spring 1997
,Page
Teaching and Learning:
Our Experience in Reading Recovery
Reading Recovery Teachers: Ann Browne, Temple, Texas; Maryellen Fitts, Lincolndale, New York; Bennetta McLaughlin.
Pittsburg, California; Mary Jane McNamara, Lincolndale, New York; Judy Williams, Rio Linda, California
This is the original response to an
We have a repertoire of procedures from
behavior.
article by Bonnie Barne4 published in The
which we select, but our real job is to
The training program also includes
Reading Teacher (December/January,
observe children closely and tailor our
individual visits from the teacher leader.
1996/1997). Barnes' article is critical of
teaching moves to help each discover and
self analysis, analysis of our recorded
Reading Recovery and its training pro-
use effective literacy strategies. We call
observations of student behavior, and read-
gram. When the five authors submitted
this process, "following the child," and the
ing and considering theory. Ann describes
their reply, they were directed by RI edi-
Reading Recovery professional develop-
the training year as a "voyage" that pro-
tors to revise the article so that its content
ment course is designed to assist us in
vides both a personal and professional dis-
reflected only those specific points raised
developing this kind of teaching skill.
covery into the process of learning to read.
in the Barnes article; their revised article
All of us entered Reading Recovery to
She says, "Being part of the year-long
also appears in the December/January
classa class with dedicated colleagues
help children learn to read and write, and
1996/1997 issue of a The original article
we have experienced success in doing that;
has produced for me a renewed sense of
as submitted to la by the authors is print-
we have also learned ourselves. It has not
the meaning of teaching 'strategically' and
ed here for use by teachers who wish
been easy; teaching never is, especially
planning for effective teaching:' Maryellen
access to a more complete version of
when working with children who are con-
sees it as an exploration of the "whys" of
Browne, et. al.
fused or discouraged. Like all teachers, we
teaching. She says, "As demanding as the
Please note: passages that are shared
struggle to meet the educational challenges
training was, we were always reminded of
La
in common with the
article by Browne,
of today's world. But we have learned and
and encouraged to discuss the philosophi-
et. al. (which is copyrighted) are indicated
are learning; Reading Recovery has helped
cal reasons underlying everything we were
by the use of italics.
in the process. Here, we describe how this
learning and doing."
happened, reflecting on our learning and
As a past staff developer, Judy recog-
Reading Recovery has had a powerful
common ground, but also speaking with
nizes all the elements of effective training:
impact on our knowledge, our teaching,
our individual voices.
demonstration, practice, immediate appli-
and our sense as educators. We are five
cation with students and a coach for feed-
We learned to teach and to think
Reading Recovery teachers from three dif-
back and support.
ferent states; we teach in districts and
differently about teaching and learning.
It was during the first week of train-
ing that I began to understand that
schools that vary widely. We bring different
As we began our work in Reading
something was different. This was not
backgrounds and personal styles to our
Recovery, all of us participated in assess-
going to be the 'lecture-take notes' expe-
Reading Recovery teaching. Two of us
ment training for several days and then
rience I knew from post-graduate work.
have just finished the first year of Reading
began a weekly seminar that went on all
Nor was it going to be the isolated learn-
Recovery teaching; three others are more
year. The Reading Recovery training
ing experience we all remember from
experienced in the program. Our years of
course is complex. It includes weekly ses-
undergraduate days. What I began to
teaching range from 15 to 25.; We are
sions during which we teacher participants
see that first week was the powerful
individuals, but we share a common vision
take turns teaching behind a one-way glass
training model that surrounds Reading
and a knowledge base from which we con-
screen. The teacher leader guides us with
Recovery. When our weekly classes start-
struct our teaching.
ed in mid-September, I had a choking list
challenging questions and we talk aloud,
of questions. I was eager to note all of my
Reading Recovery® (Clay, 1993b) is
describing what we see and what we think
teacher leader's answers. That didn't hap-
an individual tutoring program for young
it means. Our discussion is often challeng-
pen. Instead, she redirected my questions
children who are having difficulty learning
ing, sometimes serious and sometimes fun.
back at me: "What did you observe your
to read and write after their first year
Sometimes, one person's observations will
student doing? "How did your student
school. As Reading Recovery teachers, we
be the spark that ignites a productive chain
respond to
? "What does the
tutor at least four children per day and
of talk that gives everyone new insights. It
guidebook say about that?" This wasn't
that makes up one-half of our teaching
is as is we are creating understandings
what I wanted or expected. I wanted a
load. For the other one-half of the day,
together (see Lyons, Pinnell, & DeFord,
recipe. I wanted someone to tell me what
some of us teach primary classrooms and
to do. When I shared my frustration with
1993). We discuss the lessons afterwards
others teach Title 1 groups. In our tutoring,
a colleague, I realized during that conver-
in a more reflective way that allows us to
sation that I had to take responsibility for
we use a flexible framework of actions to
consult references, construct hypotheses,
what I knew and didn't know. It was a
involve children in reading and writing.
and analyze the child's and teacher's
turning point.. With my teacher leader's
guidance, I began involving myself in an
t Throughout this article, italics indicate portions of
text from:
on-going process of inquiry: What is the
Brown, A., & others. (Dec. 1996/Jan. 1997). Teaching and learning in
Reading Recovery:
reading process? How can my records he
Response to, "But teacher you went right
on: A perspective on Reading Recovery," Bonnie
valuable? What role does writing have in
L. Barnes, TheReadinz Teacher, 1Q(4), 294-300. Permission granted
to reprint.
continued on next page}
I
The Running Record NNN Spring 1997
Page
continued
from previous page
learning to read? I read the guidebook
and reread the guidebook. I recorded my
lessons on video and audio tape and
examined and analyzed them. I also
observed an experienced Reading
Recovery teacher at a nearby school. By
January, I knew how to learn more about
my teaching, and the process continues.
The design and format of the Reading
Recovery training course provide a frame-
work for significant, positive changes to
take place for each participant. Ann
describes it as a diagnostic learning
atmosphere, an environment safe for tak-
ing risks and sharing strengths as well as
weaknesses in teaching practices:
As a training class, we realized that
we are all learners, with a continuum of
professional and personal growth, devel-
oping and enjoying the same atmos-
phere we hope to provide for our stu-
dents. The training sessions centered
around the philosophy that new growth
and student development are celebrated.
children's strengths in new and exciting
making those powerful teaching moves.
As a result, teachers in training have
ways."
Reading Recovery teachers select, "... the
experienced a positive framework for
We soon learned to use the lesson for-
learning and have new ways to teach
clearest, easiest, most memorable exam-
reading to our students.
mat as a backdrop for our teaching. This
ples with which to establish a new
Our training began with observation,
routine framework provided organization
response, skill, principle or procedure"
and it became a constant theme throughout
for learning. We knew that we would
(Clay, 1993b, p.8). We try not to "clutter
the year. We learned to become "noticing"
move from reading to writing and back to
up" the lesson with too much teacher talk;
teachers. We observed children, formed
reading, varying texts for each child.
instead we make our reading and writing
hypotheses, and then adjusted our instruc-
Routines, so important in home storybook
interactions as much like conversation as
tional interactions to the individual child's
reading, were established early in the
we can. Watching through a glass while
strengths and needs. Ann states,
lessons and helped us and our students feel
our peers teach their students and simulta-
The instructional setting of individu-
at ease. The children and teachers in
neously talking among ourselves, helped
alized teaching has shown me how, to
Reading Recovery are organized to learn,
us develop as noticing teachers.
intensify instruction for all of my stu-
but their focus is not on the activity itself:
Mary Jane believes that these sessions
dents. Working one-on-one is a vivid
it is on the meaning of the stories and on
helped to create a positive environment
reminder of the power of strategic
composing and writing. Of course, the
which encouraged risk-taking on the part
teaching. The decisions I make for the
teacher adds the layer of close observation
of teachers. She says, "I'm not suggesting
student determine the basis of analysis
and provides scaffolding for the child's
that I didn't get nervous behind the glass
for each lesson. I was able to improve
efforts on a moment to moment basis.
the level of planning, prompting, and
but I welcomed the opportunity to get
Maryellen comments:
analysis as I observed the effect my
feedback from my peers. Their comments
teaching had at the individual level.
The 30-minute lesson is highly struc-
and questions helped me rethink my teach-
Maryellen found it valuable to learn
tured and on the surface may seem
ing and focus on the student's strengths to
how to give and evaluate the Observation
restrictive. However, over the last three
help facilitate acceleration." Maryellen
years, I have also found great freedomin
Survey (Clay. 1993a), how to use this
says that at first the sessions were daunt-
my choice of books, my choice of teach-
information in teaching, how to focus on
ing but they became a tremendous oppor-
ing points for the lesson, my choice of
strengths rather than deficits. how to take,
tunity to evaluate her teaching and to
instructional prompts. Every aspect of the
analyze and use running records, how the
receive
valued suggestions in terms of the
lesson allows me to make teaching deci-
procedures structure the lesson, and how
child she was working with. The teacher
sions that facilitate the child's progress.
appropriate teacher prompts help the child
leader's questions created a powerful
solve independently. Mary Jane says that
Demonstration teaching behind a
learning experience for all: "As a group.
found herself "living" Brian
she
one-way glass offered a powerful setting
we became colleagues in the true sense of
Cambourne's (1988) conditions of learn-
for our learning.
Adjusting teaching on a
the word--opinions sought, praise given.
ing: 'We were immersed in the teaching
moment-by-moment basis was a real chal-
insights and suggestions offered. I guess
process. always mindful that we were
lenge for all of us. Of course.
we reflected
the word that best describes the process is
active learners who could draw from prior
and analyzed afterwards, and that
trust."
was
knowledge while learning how to observe
valuable: but the real test of teaching is
continued on next page
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Teaching and Learning:
...
years. For many years I tried to control
children's learning by making instruc-
tional decisions based on what I thought
continued from previous
page
expanded our teaching possibilities. Most
children should know. not on what they
Judy reveals that her early observa-
of us did relinquish some particular tech-
knew or didn't know. I was not skilled
tions focused on procedures. "I was
niques. but it is more appropriate to
enough to discover students' under-
say
obsessed with putting the thirty minute les-
that we rearranged our thinking. becoming
standing of concepts in order to know
how to teach them. Reading Recovery
son together in the right order. Once I
more aware of the child's responses and of
training taught me how to "follow the
could do that, I started attending to teach-
the importance of our decision-making.
child," to figure out his confusions
as
ing reading: prompting for strategies.
When we talk with our colleagues at
well as what he knows. I learned it is
selecting the powerful teaching point. eval-
conferences and institutes, we find that
critical to structure learning experiences
uating what the student was doing on the
change is a shared feature of Reading
so children can use as a scaffold what
run."
Recovery training. An Australian study, in
they already know to access new knowl-
Ann remembers that her colleagues
fact, is called Changing Lives (Power &
edge.
learned to trust each other and collaborate
Sawkins, 1991), and this title refers not
to solve problems and issues with individ-
only to the children but to the teachers
We learned to be efficient
as well as
ual students as the year progressed. She
effectiveto keep a lively pace and
involved. Our Australian colleagues talk
states:
make the most of that 30 minutes of
about the anxiety they experienced when
We became more open and welcome to
they participated in demonstration teach-
time. Two British inspectors (Office for
suggestions from the teacher leader and
ing. They mention stress and hard work;
Standards in Education, 1993) who
con-
each other with each passing week.
ducted an intensive investigation of
we have experienced those. But they also
Because each one of us was a risk-taker,
commented on how much they had learned
Reading Recovery in New Zealand had
we became equals, able to trust and ask
and how their lives had changed
this to say about the Reading Recovery
as a
questions that would help our students
result. Something worth learning does not
lesson: "The Reading Recovery lesson is
a
achieve acceleration. With the guidance
always come easy After all, we are trying
highly organized, intensive, and it
must be
of our teacher leader, we became open
to do something very difficulthelp initial-
stressed, enjoyable occasion. Moreover, it
and relished opportunities to share both
is not confined to reading alonewriting
ly struggling children make accelerated
the strengths and needs of students. I
appreciate this unique peer perspective
progress and become effective writers and
and a good deal of speaking and listening
on teaching; it is a component not
also feature strongly.
readers. Maryellen says:
. .. A brisk and lively
addressed in many districts.
1 would never teach children to read in
pace was also an abiding characteristic of
In Judy's class, the "behind-the-
the same way again! I had been to cours-
the Reading Recovery lessons seen" (p. 5
glass" sessions were humorously referred
es and workshops on "whole language"
and 177).
to as "our fate." But, she says that, in real-
and had adopted bits and pieces, but 1 had
We can confirm those observations.
never been able to really integrate what I
ity
"They became our gift. Each time a
,
Bennetta says,
was learning with the methods I had used
colleague taught behind the one-way mir-
Lessons are just 30 minutes long with
for many years. I learned that I didn't
ror: I had the opportunity to practice
the average student remaining in the
pro-
have to give up everything that I had been
observing a child and ask myself important
gram for 14 to 20 weeks. There is a rea-
doing, but I needed to change my empha-
questions: What does this child know?
son. It forces teachers to work efficiently,
sis from the "parts" to the "whole" and
making careful observations of
What are the strategies she is using? What
a child's
from initial word accuracy to meaning
work and meaningful instructional deci-
does she need to learn? This practice
and fluency.
sions "on the run" during each lesson.
made it easier for me to 'follow the child'
There is no wasted time. The teacher
in my own lessons. During this same kind
We became committed to giving the
looks at the child's strengths and
gaps,
of session, I had the opportunity to observe
child control of the learning process.
deciding what the most valuable teaching
my peers. When it was my turn to go
Clay (1991) points out that, "The teaching
point should be in that lesson for that
"behind the glass," I trusted the teacher
may have to go the child's way to the
particular child. The teacher selects
a
leader and my classmates to support
teacher's goals" (p. 286). Reading
my
teaching point that has applications in
approximations and keep it positive. I
Recovery teachers find this statement
several situations and builds on
was
some-
always rewarded with helpful observations
thing the child already knows. The tricky
encouraging and exciting. Bennetta reports
part is to guide the child to make discover-
7f my student and productive feedback
this story:
ies for himself, enabling him to make the
about my teaching.
"Don't tell me, I KNOW it!" The first
new learning in the lesson his own. Once
time I heard one of my Reading
a teacher knows how to orchestrate all of
Recovery students excitedly shout this
We discovered our strengths
as we
this, Reading Recovery lessons
are effi-
comment (which was not until the spring
constructed our own understandings of
cient, enjoyable and effective!
of my training year), I realized I was
The children we taught. Did we discard
beginning to make the transfer from
the rich knowledge base
we had developed
We learned the reciprocal value of
being a teacher who controlled what and
as experienced teachers? Certainly not.
writing and reading. Ann
how a student "learned," to the, "guide says.
Out, as learners do when they
enter new
on the side," able to empower students
The power of the reciprocal
process of
territory, we were open to challenges and
to take ownership for their learning.
reading and writing have played
a major
t Jeas. We gradually adjusted
role in the reading achievement of
Getting to this place in my teaching
our existing
my
knowledge base as we learned
career was not easy. In fact, it took 25
more. We
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Ann says,
stretched. Maryellen states,
students. They can see how taking words
Being part of a profound training
I've also come to realize and appreci-
apart "on the run" and "hearing sounds
experience--focused on the strategic
ate a parallel between my training and
in words" help to understand how words
teaching of reading - -with the compan-
the reading instruction that I now pro-
work. They know that the Idea behind
ionships of equally committed teachers
vide my childrensupportive, building
reading is to understand what the
who are learning as much as possible
on strengths, modeling, praise, etc. The
author is trying to say, as well as what
about the reading process, created a
teacher leader does indeed have a deli-
they are trying to say as writers them-
sense of unity among the members of
cate role, helping people to change philo-
selves. A student who is stronger in
our class. We were willing to share and
sophically, and in very specific ways,
hearing sounds in words and can write
collaborate, sharing both the disappoint-
and yet in a manner that is encouraging
parts of words can use this as a basis for
ments and successes of our students.
and supportive. I was never made to feel
reading. Similarly, a student who can see
During her training year, Judy turned
that I had been teaching reading the
parts of words, knows how words work,
to her colleagues each week to weigh ideas
wrong way all my life. My teaching,
and can take words apart in reading,
beliefs, and past efforts were validated
collectively. "We were all in the same
can utilize these strengths as a founda-
and this support extended to the rest of
boat, puzzled yet eager to resolve our con-
tion for writing and hearing sounds in
the group."
fusions."
words.
Ann illustrates the teacher leader's
She notes this:
role with this story:
That, "We learn from the company we
Like other scientists, we developed
Upon my request, the teacher leader
keep" was never truer for me than in
skill in keeping and analyzing records of
came to visit my tutoring sessions with
this context of collegial support. I came
our students' behaviors. Reading
Theotis. I needed feedback on my teach-
to know more because my peers knew
Recovery teachers keep records of their
ing and to talk with her about his
more. We listened, observed, asked ques-
observations. We begin with the systemati-
progress. I welcomed her visits as an
tions, and investigated new behavior.
cally applied range of observational instru-
opportunity for professional dialogue
These 'teacher talks' enhanced our
ments that help us discover what a student
and collaboration around what would
weekly training sessions beyond measure
help Theotis to make accelerated
knows at entry to the program (see Clay,
and became part of our meetings that I
progress. This visit really helped me in
1993a), but that is only the beginning.
anticipated most. The professional
my teaching, and Theotis graduated
respect we held for each other was obvi-
Every day, we take anecdotal notes of
our
from the program a month later. As
ous. I am grateful for a teacher leader
observations as well as running records of
Reading Recovery teachers, we think
who set that tone and encouraged us to
text reading behavior. The running record
that "together is better." The teacher
find the answers to our questions
is a very useful tool; it helps us select
leader and I analyzed Theotis' records
through thoughtful study and practice.
books at an appropriate level for each
and realized that he had become overly
Bennetta says,
child. We find running records to be an
attentive to visual detail and needed to
Reading Recovery training
been
has
efficient way of recording significant read-
develop a more balanced use of strate-
the most challenging and effective edu-
gies. I worked towards this goal in
ing behaviorsubstitutions, omissions,
my
cational program of my career. It caused
teaching.
self-corrections, and so on. Analysis of the
me to examine my professional beliefs
Judy says that when her teacher leader
child's error behavior provides evidence of
and practices. The weekly meetings pro-
came to observe lessons, they talked first
vided support as I learned 'on the job.'
underlying processes. From the patterns
about the child. The teacher leader asked
Reading Recovery training classes pro-
we observe, we make hypotheses that
vided time for professional observations,
where Judy wanted the observation to
guide our teaching.
peer coaching, discussion of research,
focus. Judy says,
It is true that the record-keeping takes
journal reflection, and more.
These visits were essential to my
self discipline. It can be overwhelming,
progress. Each observation afforded me
but, as Mary Jane says,
Reading Recovery teacher leaders
the opportunity to focus in depth
on one
I can't think of one piece that I would
offered special help, support, and chal-
aspect of my teaching. As a result, my
eliminate. The running records provide
book introductions improved. making
lenge for us as we examined our teach-
me with an instant look at what the
and breaking' (using magnetic letters to
ing. As Reading Recovery teachers,
we
child already has under control as a
learn about how words work) became
support children's learning, helping them
reader. I am better able to make deci-
clearer, my students began to read with
to do more with our assistance than they
sions about where that child needs to go
beiter phasing and fluency, and
my self
next. The records guide me in choosing
could do alone (Vygotsky, 1978). We help
concept as a teacher of reading grew.
the new book that will capitalize on the
them stretch the boundaries of their learn-
In the first year, the teacher leader of
student's control. Norm-referenced tests
ing. Put simply, we help them engage in
Ann's group taught them to believe in
never yielded the type of information I
meaningful reading and writing. We do the
themselves and to be open to analysis and
get from a running record. I now have a
hard parts of the task, allowing them to do
critique of their teaching decisions.
document clearly illustrating how the
everything they can with ease and control.
child processes text. The weekly and
"Overall, this year has given us the
Our children feel successful all the time.
daily vocabulary charts provide the
nec-
encouragement that the students will
but our support does not make them
essary link between the reading and
become successful readers, allowing
us as
writing processes.
dependent. Rather, we strive for children's
teachers the privilege of sharing on that
independence.
journey."
Our colleagues contributed to
our
In our own professional learning
expe-
Mary Jane observes,
learning in deep and significant
ways.
riences, we felt, also, both supported and
We are not threatened if someone asks
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Spring 1997
continued from page 5
more powerful as teachers and able to
to see me after school and reported, "Did
help a greater number of students.
why we did something this way or that. I
you know I can read chapter books now?"
I came to class wanting to learn how
look at it as an opportunity to take on
The spring testing of former Reading
to specifically and strategically teach
new learning so that I am better able to
Recovery students confirmed that Ricky
and to learn to plan for daily interac-
provide powerful examples which enable
continues to read on grade level.
tions with the students in order to make
my students to take the next steps in
Most of all, we have learned the
a difference in their lives as readers. I
their own learning. Cambourne (1988)
potential of what we can do as teacher...
talks about accepting approximations,
left the class wanting to know more, yet
and we realize that "... literacy activities
and that theory is ever present in the
feeling exhilarated with the confidence
can become self - managed, self-monitored.
that the year in training, with coaching
-
support Reading Recovery teachers get
self - corrected and self-extending for
most
from both the teacher leader and my
from their peers and the teacher leader.
children, even those who initially find
tran-
peers, had given me. I await next year, a
What makes Reading Recovery so pow-
sitions into literacy hard and confusing"
erful is that teacher training and sharing
year with new chances to help children
are an integral part of the learning
(Clay; 1991, p. 345). Our work has demon-
learn to read with confidence, excite-
ment, and most importantly, indepen-
process. Without the component of colle-
strated to us that children do not have
to
gial sharing, I would feel disconnected
dence.
fail and our systems do not have to fail
from the process of learning how to
children. Our role is to provide the
sup-
Reading Recovery is hard work, but
observe young readers and writers.
portive interactions that will help these
we have been rewarded by seeing our
young children realize their potential as
We are experienced Reading
children's rapid progress. Of all this
readers, as students, and as citizens.
Recovery teachers now, but we continue
effortthe rigorous and demanding train-
to learn more every year. Bennetta says,
ing, the intensive everyday work, and the
References
"After the training year, practicing Reading
joyous interactions surrounding literacy
Clay, M. M. (1991).
Becoming literate: The
Recovery teachers continue to meet three
eventsthe bottom-line goal is children
construction of inner control.
Portsmouth,
hours each month. This professional sup-
becoming good readers and writers. The
NH: Heinemann.
port is invaluable to continued learning."
Clay, M. M. (1993a).
successful impact of our teaching is very
An observation survey of
Mary Jane credits the teacher leader with
early literacy achievement.
Portsmouth,
rewarding to us. Maryellen says, "After
NH: Heinemann.
having provided, and continuing to pro-
three years, I see children who would have
Clay, M. M. (1993b).
vide, the support and encouragement that
Reading Recovery: A
spent years in a remedial situation reading
guidebook for teachers in training.
helps her to grow professionally and
confidently and fluently and with obvious
Portsmouth, NH: Heinemann.
improve upon the daily decision-making
enjoyment."
Cambourne, B. (1988). The
whole story.
she does for each student. She illustrates
Bennetta tells this story:
Auckland: Aston Scholastic.
the tentativeness with which even experi-
law
fall, I happened to be in the sec-
Lyons, C. A., Pinnell, G. S., & DeFord, D. E.
enced Reading Recovery teachers
ond grade classroom of one of my former
(1993).
Partners in learning: Teachers and
Reading Recovery students. This student
approach their work: "Just when I think
children in Reading Recovery.
New York:
achieved the highest reading level of all
I've got the whole process down pat, I
Teachers College Press.
my Reading Recovery students the previ-
encounter a new student with new chal-
Office for Standards in Education. (1993).
ous year but never truly saw himself as a
Reading Recovery in New Zealand: A
lenges."
reader. On that September day, the 23rd
report from the Office of Her Majesty's
Ann states,
to be exact, Ricky got out of his seat,
Chief Inspector of Schools.
London:
Our training class will continue to
came over, put his hand on my arm, and
HMSO.
grow together and share on a regular
whispered into my ear, "Mrs.
Power. J., & Sawkins, S. (1991). Changing
basis now, thanks to our involvement in
McLaughlin, I can read!" Now that's
lives: Report of the implementation of the
Reading Recovery. Teachers too often
powerful: a child who knows that he
Reading Recovery pmgram on the North
feel alone and isolated. I think that
knows! That confidence allowed Ricky to
Coast.
Northern Rivers: University of New
school districts would be well served to
continue to tackle new learning chal-
England.
utilize the Reading Recovery training
lenges and become a successful reader, a
Vygotsky. L. S. (1978). Mind in
society.
format [that provides for on-going
goal we have for all students. A month
Cambridge, MA: Harvard University Press.
teacher development]. Together, we are
later, on October 25, this same child came
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