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Introduction to Publication
The growth of Reading Recovery in the United States has been
remarkable, and the expansion continues. A growing body of research
has accumulated. Hundreds of articles have been published or
disseminated. Reading Recovery stakeholders -- teachers,
administrators, parents, legislators and other policy makers -- are
asking for explanations and clarifications of the many facets and
characteristics of this early intervention program in literacy. In
an attempt to respond to these requests, we are offering this
document.
In the first section, A Review of Reading Recovery, we
present a brief description of the program. Explanations are then
provided about (a) program goals, (b) teacher training and ongoing
development, (c) the research basis for the program, (d) data
collection and reporting procedures, (e) the two positive outcomes
of the intervention, and (f) the importance of well-planned
implementation. A final section addresses issues of program
integrity.
In section two, Responses to Some Common Misconceptions, we
address issues that are frequently misunderstood or misinterpreted.
Specific issues include (a) the relationship of Reading Recovery to
classroom practice, (b) the inclusion of specific instruction
related to letter-sound relationships and the alphabetic principle,
(c) distinctions between Reading Recovery and classroom and group
programs, (d) selection of children for service, (e) completion of
'full' programs, and (f) the continued expansion of Reading Recovery
in the United States.
In section three, Review of Research and Evaluation Related to
Reading Recovery, we present both internal and independent
studies that have reviewed or investigated the program with regard
to effectiveness and subsequent gains. In addition, we examine 13
years of replication data in the United States.
In section four, Responses to Major Challenges, we review and
respond to program challenges that have appeared in both academic
and general publications. These include challenges related to (a)
cost effectiveness, (b) impact on an age cohort, (c) changing the
structure of schools, (d) rigor of the teacher training, and (e)
educational priorities.
In section five, we conclude with a final invitation to stakeholders
to collaborate on a shared goal -- to work together to provide
literacy opportunities for all children.
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