- Early Childhood
- Adult Literacy
Collaborative Center for Literacy Development
The University of Kentucky has developed an infrastructure designed to successfully implement Reading Recovery on a statewide level. The key to successful implementation of the Reading Recovery model resides in the literacy training of Teacher Leaders. The University of Kentucky Trainer provides initial training and on-going professional development for Teacher Leaders; conducts and assists with literacy research; provides assistance to affiliated sites and disseminates information concerning Reading Recovery.
Over a period of one year, the coursework at the UK Training Center provides the essential development for Teacher Leaders to train classroom teachers in Reading Recovery. The process consists of an intensive series of six graduate level courses provided by the UK Trainer. The Teacher Leader training model involves:
- A study of the model procedures that includes working daily with children across the course of a year;
- An in-depth study of the theoretical foundation upon which the procedures are based;
- A comprehensive study of literacy theories and research focused on the reading and writing processes;
- Training in the process of working with the adult learners;
- Training in management and administrative services required to successfully implement the model of Recovery Reading.
Following the successful completion of the training year, Teacher Leaders return to their school districts to train teachers who will work with the lowest achieving second year primary (first grade) students.
Recovery Reading teachers enroll in six hours of graduate level courses taught by a certified Teacher Leader who has been trained at the UK Training Center. Through clinical and peer critiquing experiences facilitated by the Teacher Leader, teachers learn to use the observational and teaching procedures for conducting the lessons. Accompanied by the use of a one-way window for the training sessions, teachers become more skilled at observing children's reading and writing behaviors which allows them to become better informed problem solvers and decision makers. Teachers are also required to work with four children per day during their training year. Through on-going professional development classes titled "Continuing Contact", Reading Recovery teachers continue work with a Teacher Leader to refine and further develop their skills.
Characteristics of the Reading Recovery Lesson
Reading Recovery teachers observe each student "as a reader and writer, with particular attention to what the child can do within the process of reading and writing." (Clay, 1993)
Working with books and stories
Each lesson is organized "so that students, no matter how inexperienced they are with print, will be able to act like readers and writers. They learn to read fluently, write messages, and to look at print." (Lyons, 1993)
Working with strengths
Recovery Reading teachers base their instruction on careful observation of what the student already knows about reading and writing. With that in mind, the teachers will plan new learning so as to not waste the student's time teaching something already known.
The goal of Recovery Reading is to teach these students to become independent, strategy-oriented readers and writers able to solve any reading problems "on the run" while at the same time continuing to improve their literacy ability.