What Michigan tried to do was make all teachers "Reading Recovery" teachers by teaching them the Reading Recovery strategies so that they could use them with those students who needed them ( MLPP training). Why should just a few teachers be privy to them? I loved the concept and supported it strongly but I'm not sure if it is still working. It kind of stalled with NCLB and the NRP I think. Any other Michigan teachers want to jump in here? Nancy In a message dated 9/27/2009 9:54:55 A.M. Eastern Daylight Time, [email protected] writes:
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 EMAILING FOR THE GREATER GOOD Join me _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
