51:
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although individual schools may still opt to use it. A further consequence of this shift in policy is that, in 2017, the NSW Department of
Education initiated a hiring program to recruit dozens of new literacy and numeracy experts to support teachers in "evidence-based professional learning", according to NSW Minister for Education,
1025:
Baker, S., Berninger, V. W., Bruck, M., Chapman, J., Eden, G., Elbaum, B., Fletcher, J. M., Fowler, C., Francis, D. J., Fuchs, D., Fuchs, L. S., Greaney, K., Katz, L., Manis, F., Mather, N., McCutchen, D., Mencl, E., Molfese, D. L., Molfese, V., Morris, R., Pugh, K., Prochnow, J., Schatschneider, C.,
596:
After
Reading Recovery was removed from the curriculum in many Australian schools, its utility has been questioned by researchers and policy makers in New Zealand as well. By 2019, this had led to reduction in use of Reading Recovery in New Zealand's public schools, and toward a greater emphasis on
542:
after their first year of school. For instance, a child who is unable to read the simplest of books or write their own name, after a year in school, would be appropriate for a referral to a
Reading Recovery program. The intervention involves intensive one-to-one lessons for 30 minutes a day with a
583:
In 2015, a report from the New South Wales
Department of Education, concluded that Reading Recovery was largely ineffective, and should not be used for most children. As a result, in 2016, Reading Recovery lost its "mandated status" as part of the curriculum in NSW's more than 900 public schools,
638:
presented the results of a study of the long-term effects of
Reading Recovery. The conclusion was that the "long-term impact estimates were significant and negative". The study found that children who received Reading Recovery had scores on state reading tests in third and fourth grade that were
625:
Reading
Recovery and philosophically similar programs are still used in the United States, but there has been significant push back against the approach. Several large school districts have rejected the approach in favor of phonics based instruction. These include Columbus, Ohio, and Bethlehem,
554:
as a message-getting, problem-solving activity, and writing as a message-sending, problem-solving activity. Clay suggested that both activities involved linking invisible patterns of oral language with visible symbols. The approach has come under increasing scrutiny in the 21st century.
1048:
Chapman, J. W., Tunmer, W. E., & Prochnow, J. E. (2001). Does
Success in the Reading Recovery Program Depend on Developing Proficiency in Phonological-Processing Skills? A Longitudinal Study in a Whole Language Instructional Context. Scientific Studies of Reading, 5(2), 141–176.
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The
Reading Recovery Council of North America, Inc. is a not-for-profit association of Reading Recovery professionals, advocates, and partners. It is an advocate for Reading Recovery throughout North America (United States and Canada). It publishes two journals for this purpose:
1026:
Seidenberg, M., Shaywitz, B., Snow, C., Tunmer, W., Vaughn, S., Vellutino, F. R., Wagner, R., & Wolf, M. (2002). Experts Say
Reading Recovery Is Not Effective, Leaves Too Many Children Behind: An Open Letter from Reading Researchers. Retrieved from
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May, H., Gray, A., Sirinides, P., Goldsworthy, H., Armijo, M., Sam, C., ... & Tognatta, N. (2015). Year one results from the multisite randomized evaluation of the i3 scale-up of
Reading Recovery. American Educational Research Journal, 52(3),
1052:
Cook, P., Rodes, D. R., & Lipsitz, K. L. (2017). The Reading Wars and Reading Recovery: What Educators, Families, and Taxpayers Should Know. Learning Disabilities: A Multidisciplinary Journal, 22(2), 12–23. doi:10.18666/ldmj-2017-v22-i2-8391
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Schwartz, R. M., Hobsbaum, A., Briggs, C. and Scull, J. (2009) 'Reading Recovery and evidence-based practice: A response to Reynolds and Wheldall (2007)'. International Journal of Disability, Development and Education, 56 (1),
1097:
Askew, B. J. and Frasier, D. F. (1994) 'Sustained effects of Reading Recovery intervention on the cognitive behaviors of second-grade children and the perceptions of their teachers'. Literacy, Teaching and Learning, 1 (1),
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Chapman, J. W., & Tunmer, W. E. (2016). Is Reading Recovery an Effective Intervention for Students with Reading Difficulties? A Critique of the i3 Scale-Up Study. Reading Psychology, 37(7), 1025–1042.
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Shanahan, T. and Barr, R. (1995) 'Reading Recovery: An independent evaluation of the effects of an early instructional intervention for at-risk learners.' Reading Research Quarterly, 30 (4), 958–996.
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Hummel-Rossi, B & Ashdown, J (2006) 'An investigation of reciprocal effects: Literacy achievement and self-beliefs in first grade children'. International Journal of Learning, 12 (10), 269–276.
1077:, Lyons, C. A., DeFord, D. E., Bryk, A. S. and Seltzer, M (1994) 'Comparing instructional models for the literacy education of high-risk first graders'. Reading Research Quarterly, 29 (1), 8-39.
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Serry, T. A., & Oberklaid, F. (2014). Children with reading problems: Missed opportunities to make a difference. Australian Journal of Education, 59(1), 22–34. doi:10.1177/0004944114555584
563:"Reading Recovery" is in use in a number of English-speaking countries. The phrase "Reading Recovery" is a proprietary registered trademark held by the Marie Clay Trust in New Zealand, with
1041:
Chapman, J. W., & Tunmer, W. E. (2009). Recovering Reading Recovery. Australia and New Zealand Journal of Developmental Disabilities, 17(1), 59–71. doi:10.1080/07263869100034271
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Schwartz, R.M. Schmitt, M.C. and Lose, M.K. (2012), 'Effects of teacher-student ratio in response to intervention approaches' The Elementary School Journal, 112 (4), 547–567
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Center, Y., Wheldall, K., Freeman, L., Outhred, L., & McNaught, M. (1995). An Evaluation of Reading Recovery. Reading Research Quarterly, 30(2). doi:10.2307/748034
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823:
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Phillips, G. and Smith, P. (1997) 'Closing the gaps: Literacy for the hardest to teach'. New Zealand Council for Educational Research: Wellington, 3, 1-36.
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While Reading Recovery produces large impacts on early literacy measures, it does not give students the required skills for success in later grades; or,
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Moore, M. and Wade, B. (1998) 'Reading and comprehension: A longitudinal study of ex-Reading Recovery students'. Educational Studies, 24 (2), 195–203.
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Rumbaugh, W. and Brown, C. (2000) 'The impact of Reading Recovery participation on students' self-concepts'. Reading Psychology, 21 (1), 13–30.
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below the test scores of similar children who did not receive Reading Recovery. It suggests three possible hypotheses for this outcome:
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Schmitt, M. C., (2001) 'The development of children's strategic processing in Reading Recovery. Reading Psychology, 22 (2), 129–151.
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298:
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Hurry, J. and Sylva, K. (2007) 'Long-term outcomes of early reading intervention'. Journal of Reading Research, 30 (3), 227–248.
601:-based instruction. Parent activism has also contributed to a rise in phonics based instruction and a concomitant decrease in
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in the UK. The Marie Clay Trust and the International Reading Recovery Trainers Organization (IRRTO) licenses use of the title
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is a short-term intervention approach designed for English-speaking children aged five or six, who are the lowest achieving in
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902:"Parents of dyslexic children campaign for phonics: "Nothing worse than watching a little boy's sparkling eyes disappear""
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756:(Report). Centre for Education Statistics and Evaluation, Department of Education, New South Wales, Australia.
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The gains are lost because students do not receive sufficient intervention in later grades; or,
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An Efficacy Follow-Up Study of the Long-Term Effects of Reading Recovery Under the i3 Scale-Up
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Department for Education (2011), 'Evaluation of Every Child a Reader (ECaR)', DFE-RR114
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605:(meaning, structural, and visual cueing) based instruction in New Zealand schools.
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On April 23, 2022, the Center for Research in Education and Social Policy at the
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Buckingham, J., Reading Recovery a Failed Investment. (2019) CIS Policy Paper.
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The impacts of the early intervention was washed out by subsequent experiences.
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teacher trained in the Reading Recovery method, for between 12 and 20 weeks.
798:"Reading Recovery: NSW government ditches 30-year-old, $ 55m a year program"
970:"Why Millions Of Kids Can't Read And What Better Teaching Can Do About It"
824:"New literacy teachers recruited as NSW government axes Reading Recovery"
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https://fivefromfive.com.au/wp-content/uploads/2019/07/PP15-RE-BRAND.pdf
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Reading Recovery was developed in the 1970s by New Zealand educator
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550:. After lengthy observations of early readers, Clay defined
876:"Ministry of Education adds more phonics to school readers"
1190:
Hanford, Emily; Peak, Christopher (February 11, 2023).
1151:"Sold a Story: How Teaching Kids to Read Went So Wrong"
1028:
http://www.wrightslaw.com/info/read.rr.ltr.experts.htm
923:"Journals - Reading Recovery Council of North America"
732:"International Reading Recovery Trainers Organization"
695:. Exeter, New Hampshire: Heinemann Educational Books.
944:"Reading Recovery Bites the Dust in Columbus, Ohio"
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1173:Hanford, Emily; Peak, Christopher (May 5, 2022).
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692:Reading: The Patterning of Complex Behaviour
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1192:"How Teaching Kids to Read Went So Wrong"
1009:Reading Recovery Council of North America
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575:to affiliated entities around the world.
754:Reading Recovery: A Sector-Wide Analysis
752:Bradford, Deborah; Wan, Wai-Yin (2015).
197:Directed listening and thinking activity
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1200:The Center for Investigative Reporting
822:Smith, Alexandra (30 December 2017).
767:Smith, Alexandra (20 December 2015).
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322:Reading differences and disabilities
1149:Hanford, Emily; Peak, Christopher.
848:Thomas, Rachel (13 February 2016).
796:Bagshaw, Eryk (21 September 2016).
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1045:doi:10.1080/02702711.2016.1157538
968:Hanford, Emily (2 January 2019).
948:National Right to Read Foundation
900:Collins, Simon (28 August 2019).
874:Collins, Simon (19 August 2019).
559:Reading Recovery use and practice
120:The active view of reading model
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616:The Journal of Reading Recovery
1049:doi:10.1207/S1532799Xssr0502_2
620:Literacy Teaching and Learning
93:Scientific theories and models
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707:"Marie Clay Literacy Trust"
27:Early literacy intervention
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569:the Institute of Education
115:Scarborough's Reading Rope
828:The Sydney Morning Herald
802:The Sydney Morning Herald
773:The Sydney Morning Herald
344:Reading for special needs
660:List of phonics programs
232:Sustained silent reading
972:. National Public Radio
227:Structured word inquiry
1244:Educational psychology
636:University of Delaware
150:Phonological awareness
105:Simple view of reading
75:Vocabulary development
1229:Learning disabilities
1179:All Things Considered
1159:American Public Media
670:Why Johnny Can't Read
565:Ohio State University
473:Functional illiteracy
689:Clay, Marie (1977).
366:Alphabetic principle
299:Automatic assessment
603:three cueing system
386:History of printing
222:Reciprocal teaching
207:Independent reading
174:Reading instruction
133:Cognitive processes
80:Vocabulary learning
1133:Cost effectiveness
1086:Continued progress
483:Literary criticism
339:Reading disability
145:Phonemic awareness
110:Science of reading
1249:Reading (process)
854:Sunday Star-Times
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453:Critical literacy
237:Synthetic phonics
212:Literature circle
100:Dual route theory
70:Reading readiness
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548:Marie Clay
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488:Literature
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411:Sight word
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391:Language
381:Grapheme
358:Language
329:Dyslexia
35:a series
33:Part of
1183:npr.org
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552:reading
426:Writing
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371:Braille
262:Fluency
217:Phonics
43:Reading
1196:Reveal
859:1 June
1125:5–15.
1207:2023
1166:2023
978:2019
955:2019
930:2019
909:2019
887:2019
861:2019
835:2018
809:2018
780:2018
739:2019
718:2019
618:and
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