In the national debate about scientifically based research and accountability, Reading Recovery (R) has come under scrutiny-and has proven its worth. Evidence supports Reading Recovery on several fronts: its solid research base since its inception, its high success rate with the lowest-performing first-grade students, its cost-effectiveness, its assessment measures, and its response to change, including specific adaptations to emphasize phonemic awareness and phonics. This book goes even further in documenting Reading Recovery's real research, bringing readers up to date on findings since the first volume of the same name appeared in 1997. Salli Forbes and Connie Briggs have collected many of the best research articles published from 1998 to 2002 in Literacy Teaching and Learning, the journal of the Reading Recovery Council of North America. The articles address many of the aspects of the design of Reading Recovery, especially those related to children's learning and development. These aspects include: <ul>
<li>the importance of writing as part of early literacy instruction</li> <li>motivation as a key factor in learning</li> <li>phonological awareness as it is taught in Reading Recovery.</li> </ul> Other articles address issues related to program description and evaluation, including: <ul>
<li>results of Reading Recovery instruction of English language learners</li> <li>sustained effects of the Reading Recovery and Descubriendo la Lectura results</li> <li>impact of Reading Recovery on children's personal and emotional development</li> <li>effects of success on children's home literacy experiences</li> <li>development of leadership skills through teacher leader training.</li> </ul>
Constant fine-tuning is the key to the success of Reading Recovery. Continually evolving and expanding in relation to new research, it sets an example for ongoing professional development. This book will contribute to that development for Reading Recovery teachers, teacher leaders, and trainers, as well as other early literacy educators. Its publication supports the efforts of the Reading Recovery Council of North America. *The Reading Recovery Council of North America, Inc. is a not-for-profit association of Reading Recovery professionals, advocates, and partners. The Council provides a network of opportunities for leadership and professional development. Nearly 11,000 individuals have become members of the Council since its establishment in 1995. Members include Reading Recovery teachers, teacher leaders, site coordinators, university trainers, partners who are classroom teachers, early literacy educators, Title I teachers, school principals and administrators, school board members, researchers, parents, and community members.

Research in Reading Recovery: Volume 2

Education & Teaching

Pinnell, Gay Su

Clay, Marie

Pearson, P. David

Swartz, Stanley L.

Forbes, Salli

Klein, Adria F.

Briggs, Connie

Schools & Teaching

Heinemann

As we enter the second decade of Reading Recovery, we have behind us the success of over 200,000 independent readers and writers previously diagnosed as "at risk." But with more than 2,500 sites and 10,000 Reading Recovery teachers, it is important that we keep the dialogue going to maintain the same quality and consistency. Research in Reading Recovery is one such effort. In Research in Reading Recovery, editors Stanley Swartz and Adria Klein collect in one place much of the best research now available on Reading Recovery. The articles were all previously published in the first three volumes of Literacy, Teaching and Learning, a key publication of the Reading Recovery Council of North America, which will receive all royalties from the book. Research in Reading Recovery represents current thinking and new insights on topic such as: <li>an inquiry-based model for educating literacy teachers</li> <li>sustained effects of Reading Recovery on the cognitive behavior of children</li> <li>factors affecting students' progress in reading</li> <li>Reading Recovery and its effect on children with learning disabilities</li> <li>oral language assessment and development in Reading Recovery.</li> One of the reasons why Reading Recovery keeps improving is that is continually under development, changing all the time with refinements related to new research. But, with this constant fine tuning, ongoing professional development is essential. Research in Reading Recovery will help support that learning.

Research in Reading Recovery

Describes Max's day at school, as he listens to a story, draws a picture, plays on the playground, and eats lunch.

Max Goes to School (Read-It! Readers: The Life of Max)

Children's Books

Literature & Fiction

Picture Window Books

Describes Max's visit to the barber, as he gets his hair cut and combed.

Max Goes to the Barber (Read-It! Readers: The Life of Max)

Max takes good care of his teeth. He brushes and flosses every day. Will he have a good trip to the dentist? This early reader format is perfect for those just starting to read!

Max Goes To The Dentist (Read-It! Readers: The Life of Max)

Max Goes to the Library (Read-it! Readers) (Read-It! Readers: The Life of Max)

Max, who loves to read, discovers all the services available to him during a visit to the library.

Max Goes to the Library (Read-It! Readers: The Life of Max)

Max va a la Peluqueria/ Max Goes to the Barber (Read-it! Readers en Espanol: La Vida de Max/ The Life of Max) (Spanish Edition)

Max va a la peluqueria (Read-It! Readers en Espanol) (Spanish Edition)

During his day at school, Max listens to and writes a story, plays on the playground, and eats lunch.

Max Va a La Escuela (Read-It! Readers en Espanol) (Spanish Edition)

Max va al dentista (Read-it! Readers en Espanol: La Vida de Max/ The Life of Max) (Spanish Edition) (Read-It! Readers en Español: La Vida de Max)

Describes Max's visit to the dentist to have his teeth checked and cleaned.

Max va al dentista (Read-It! Readers en Espanol) (Spanish Edition)

Max va a la biblioteca (Read-It! Readers en Espanol) (Spanish Edition)

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