2011-12 Massachusetts Reading Recovery Research Highlights Reading Recovery® at Lesley University Center for Reading Recovery and Literacy Collaborative
www.lesley.edu/crr www.readingrecoveryworks.org www.readingrecovery.org
Lesley University Center for Reading Recovery and Literacy Collaborative 29 Everett St. Cambridge, MA 02138 617.349.8424
# of students who completed a full series of lessons
# of students served by Reading Recovery teachers and teacher leaders # of students who reached grade level
READING RECOVERY TEACHERS IN MASSACHUSETTS Title I or reading teacher
Special education teacher
very teac eco he R r g
Average number of students served by Reading Recovery teachers annually
R e a din
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Reading Recovery received a full series of lessons. 93% of students did not need to be referred to SPED. 70% of students who received a full series of lessons reached grade level.
Recovery t ea ing ad
Reading Recovery provides students 12–20 weeks of: • daily, one-to-one, 30-minute, individualized lessons, designed to respond to each child’s strengths and needs. • meaningful reading and writing activities. • teaching grounded in the five essential components of reading instruction identified by the National Reading Panel—phonemic awareness, phonics, vocabulary, comprehension, and fluency.
80% of students who started
Reading Recovery is a preventive early intervention for first graders who are having the greatest difficulty learning to read and write. As a pre-referral intervention, Reading Recovery can serve as a strong component of a school or district’s Response-to-Intervention (RTI) program, and can help reduce the need for retention-in-grade or long-term Special Education services. The goal of the intervention is to accelerate students’ progress in reading and writing so that they reach grade level within 20 weeks.
READING RECOVERY STUDENTS IN MASSACHUSETTS
Reading Recovery teachers typically work for part of the day in Reading Recovery teaching a minimum of 4 students and the other part in another role. Reading Recovery teachers also commonly serve as Title I or small-group reading teachers, kindergarten teachers, classroom teachers, special education teachers, ELL teachers, and administrators. In 2011-12, 184 Reading Recovery teachers and eight Reading Recovery teacher leaders served a total of 6,514 students—1,411 Reading Recovery students and 5,103 other students in 124 schools across 43 school districts.
2011-2012 Massachusetts Reading Recovery Research Highlights | Lesley University | Pg. 1
READING RECOVERY ALSO SERVES STUDENTS IDENTIFIED WITH DISABILITIES Speech and Language Impairment (35%)
Of the 1,411 Reading Recovery students served in 2011-12, 172 were identified as having a learning disability. Among those children with disabilities who completed a full series of lessons, 57% (70 students) were able to reach grade level. The most common disability reported was speech and language impairment.
Developmental Delay (19%) Specific Learning Disability (14%) Other (11%) Other Health Impairment (4%) Emotional Disturbance (4%) Multiple Disabilities (3%) Autism (2%) Cognitive Disability (Mental Retardation) (2%) Hearing Impairment (2%) Orthapedic Impairment (1%) Traumatic Brain Injury (1%) Visual Impairment (1%)
GAINS IN TEXT READING LEVEL
Children enrolled in Reading Recovery are assessed four times across the school year: at the beginning of the year
at the completion of their lessons
at the beginning of Reading Recovery
at the end of the school year
Each Reading Recovery teacher also assesses a random sample of first graders at the beginning, middle, and end of the year to allow for comparisons of achievement across student groups. Students with the lowest reading levels receive Reading Recovery first, beginning in the fall. Other students enter Reading Recovery around mid-year as spaces become available. Reading Recovery Fall Cohort Reading Recovery Spring Cohort
Text Level 20 Book Page
22 20 18 16 Text Level
As the text level chart indicates, Reading Recovery students made accelerated progress. • Fall assessment showed a large achievement gap in text level reading between both fall and spring Reading Recovery students and the comparison group (1.3 v. 2.2 v. 5.0). • At mid-year, the Reading Recovery students who successfully completed the full series of lessons improved their text reading level scores by 13.5 points. • Students who received Reading Recovery in the spring only gained five points before beginning Reading Recovery but made accelerated progress after they received the intervention. • By the end of the year, all three groups had similar text reading levels.
14 12 10 8 6
Text Level 1 Book Page
4 2 Fall
End of Year
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Infographic document of research on results of Reading Recovery in Massachusetts for the 2011-12 school year.