Yes, Lori.  All good points.  Anytime a strategy or intervention is seen as a 
"cure" we're in big trouble.
Elisa

Elisa Waingort
Grade 2 Spanish Bilingual
Dalhousie Elementary
Calgary, Canada

The best and most beautiful things in the world cannot be seen or even touched. 
They must be felt within the heart. 
—Helen Keller

Visit my blog, A Teacher's Ruminations, and post a message.
http://waingortgrade2spanishbilingual.blogspot.com/



Reading Recovery never failed to make a difference to a child in our district, 
but it was not cost effective and the gains did not live up to expectation. Our 
testing showed similar results--some short term gains and a tendency for 
children to fall short of grade level expectations with consistency through 
upper grades. At the risk of offending, I would say that that failure cannot be 
placed only on the shoulders of the reading recovery program. The ability to 
teach reading is not a given among classroom teachers and in my former 
community, the consistency of support outside of the walls of the classroom was 
rife.  We also saw Reading Recovery misused, and again, this is my opinion, in 
that children who clearly were struggling across the board and would otherwise 
have been referred to a more holistic and long term support system were instead 
placed into RR in hopes of salvation.  These children always made some sort of 
improvement but their needs were clearly going to be ongoing. I believe this 
often prevented the 'ideal candidates' from being services or relegated them to 
second round servicing. Try as they might (our RR teachers were a WONDERFUL 
group), second round kiddos seldom got the full benefits of the intervention. 
Another issue was continuing contact.  Most of our schools overburdened the RR 
teachers so that the discontinued child was simply thrown back into the sea and 
expected to swim solo.  


Lori Jackson M.Ed.Reading Specialist
Broken Bow, NE






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