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In the national debate about scientifically based research and accountability, Reading Recovery (R) has come under scrutiny-and has proven its worth. Evidence supports Reading Recovery on several fronts: its solid research base since its inception, its high success rate with the lowest-performing first-grade students, its cost-effectiveness, its assessment measures, and its response to change, including specific adaptations to emphasize phonemic awareness and phonics. This book goes even further in documenting Reading Recovery's real research, bringing readers up to date on findings since the first volume of the same name appeared in 1997.
Salli Forbes and Connie Briggs have collected many of the best research articles published from 1998 to 2002 in Literacy Teaching and Learning, the journal of the Reading Recovery Council of North America. The articles address many of the aspects of the design of Reading Recovery, especially those related to children's learning and development. These aspects include:
Constant fine-tuning is the key to the success of Reading Recovery. Continually evolving and expanding in relation to new research, it sets an example for ongoing professional development. This book will contribute to that development for Reading Recovery teachers, teacher leaders, and trainers, as well as other early literacy educators. Its publication supports the efforts of the Reading Recovery Council of North America.
*The Reading Recovery Council of North America, Inc. is a not-for-profit association of Reading Recovery professionals, advocates, and partners. The Council provides a network of opportunities for leadership and professional development. Nearly 11,000 individuals have become members of the Council since its establishment in 1995. Members include Reading Recovery teachers, teacher leaders, site coordinators, university trainers, partners who are classroom teachers, early literacy educators, Title I teachers, school principals and administrators, school board members, researchers, parents, and community members.
|Early Writing: An Exploration of Literacy Opportunities||1|
|The Early Development of a Self-Extending System in Writing||25|
|Achieving Motivation: Guiding Edward's Journey to Literacy||43|
|Emotions, Cognition, and Becoming a Reader: A Message to Teachers of Struggling Learners||69|
|Student Aspirations: Reading Recovery May Influence More Than Literacy Development||91|
|The Development of Phonological Awareness and Orthographic Processing in Reading Recovery||99|
|Is Early Literacy Intervention Effective for English Language Learners? Evidence from Reading Recovery||115|
|Making a Case for Prevention in Education||133|
|Teacher Leadership: A Key Factor in Reading Recovery's Success||159|
|An Examination of Sustaining Effects in Descubriendo la Lectura Programs||193|
|Reading Recovery in the United States: More Than a Decade of Data||215|
|The Effects of Reading Recovery on Children's Home Literacy Experiences||231|
|The Success of Reading Recovery for English Language Learners and Descubriendo la Lectura for Bilingual Students in California||257|
|Children's Achievement and Personal and Social Development in a First-Year Reading Recovery Program with Teachers in Training||281|
|About the Authors||305|