ERIC ED463531: Reading Recovery[R] in Maine: State Report & Evaluation, 1997-1998.

29 Pages·1998·0.64 MB·English

by  ERIC

DOCUMENT RESUME
CS 510 857
ED 463 531
Reading Recovery[R] in Maine: State Report & Evaluation,
TITLE
1997-1998.
Maine Univ., Orono. Center for Early Literacy.
INSTITUTION
Maine State Dept. of Education, Augusta.
SPONS AGENCY
1998-00-00
PUB DATE
30p.; Published by the University of Maine Reading Recovery
NOTE
Center and Center for Research and Evaluation. For the
1996-1997 revised report and supplement, see CS 510 856.
Research (143)
Reports
PUB TYPE
MF01/PCO2 Plus Postage.
EDRS PRICE
Early Intervention; Grade 1; *Literacy; Primary Education;
DESCRIPTORS
*Program Effectiveness; *Reading Programs; Remedial
Programs; *State Programs; Student Educational Objectives
*Maine; *Reading Recovery Projects
IDENTIFIERS
ABSTRACT
In the 1997-98 school year, 219 more children were served by
the Reading Recovery (RR) program than were served during the previous year
in Maine elementary schools. In Maine, 333 Reading Recovery teachers taught
2,171 students in 219 schools that offered Reading Recovery services across
102 local school administrative units. Of all the RR children who received
services, 541; successfully discontinued at the average of their classmates;
79% of children receiving access to a full RR program discontinued. Reading
Recovery children made larger gains than a random sample of their classmates
over the course of the school year in reading and writing skills.
Discontinued RR children continued to show progress in literacy achievement
even after their programs were completed. Seventy to 95% of discontinued
Reading Recovery children met or exceeded statewide average bands on measures
of literacy skills by the end of first grade. This report is divided into the
following sections: What Maine Program Participants Say; Executive Summary;
Program Overview; Program Implementation; The Reading Recovery Lesson;
Reading Recovery Coverage in Maine, 1997-1998; Program Evaluation Results;
Maine Stanine Scores for the Observation Survey; Recommendations; Rubric for
Assessing a School's Operation of Reading Recovery; and Training Sites in
Maine. (Contains 16 figures and 5 tables).
(NKA)
Reproductions supplied by EDRS are the best that can be made
from the original document.
Reading Rea) e
in Maine
State Report &Evaluatiop 1 9 9 7- 1998
rj:41-tment of Education
Funding for evaluation provided by the Maine
PERMISSION TO REPRODUCE AND
DISSEMINATE THIS MATERIAL HAS
BEEN GRANTED BY
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
1
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
O This document has been reproduced as
received from the person or organization
originating it.
O Minor changes have been made to
improve reproduction quality.
Points of view or opinions stated in this
document do not necessarily represent
official OERI position or policy.
Program Evaluation
Reading Recovery
Center for Early Literacy & Center for Research and Evaluation
5766 Shibles Hall, Orono, ME 04469-5766
FAX: [phone]
TEL: [phone]
http://www.ume.maine.edu/cel/
AVAILABLE
2
BEST COPY
Reading Recovery® in Maine
State Report St Evaluation 1997-1998
Children proudly displaying the Center's new Big Little Books, 1998
Thc State Report & Evaluation is published by the University of Maine Reading Recovery Center
Dean of the College of Education and Human Development
Robert Cobb, Ed.D.
University Site Coordinator
Rosemag A. Bamford, Ed.D.
Trainer of Teacher Leaders and Center Director
Paula F. Moore, Ed.D.
Program Evaluator
Daria C. Lysy, MA.
Commissioner, Maine Department of Education
I. Duke Albanese
IASA Coordinator, Maine Department of Education
Kathgn Manning
Director, Special Services, Maine Department of Education
David Noble StocVord
Teacher Leaders and Adjunct Faculty
Marcia N. Boody, Laura B. Cook, Nadia G. Corcoran, Trag L. Douglass, Margaret Hawkins,
Patricia Jackman, Judith L. Karam, Cynthia S. Kirchherr, Rebecca H. Maillour, Shawne T. McCord,
Charles Potter, Gad Romei, Nang Todd, Linda L. Woodrell
Site Coordinators at Local Teacher Training Sites
Sally LeClair, Belfast; Dean Baker, Benton; Frank McElwain, Caribou;
Gary Haynes, HowlandlE70eld; Mitchell Look &Ronald Ramsg, WashingtonlHancock Coung Consortium;
Cheryl Jensen, South Portland; Jan Hoffman, Wiscasset; Mike Kane, Westbrook
Administrative Assistant
Theresa McMannus
4
What Maine Program Participants Say
thc 1997-1998 program arc
Rcactions to
Thc Reading Recovery program has effects that
reported in thc Qualitative Summaries Report
extend far beyond thc children it serves. At thc
Here is a sample of thc
cnd of cach school year, questionnaires arc
(Dcccmbcr 1998).
distributed to parents, administrators, classroom
responses.
and Reading
tcachcrs.
teachers,
Recovery
Parents:
"My child doesn't scry "I can't do things" anymore."
"He can read and understand what he reads. He has so much erpression he's entertaining"
"She is reading more and more on her own. She also has more confidence. It's made her feel real smart."
"He has s4rocketed in all his subjects and enjoys learning now because he understands it."
Administrators:
"Reading Recovery has nearly replaced Title IA as we have known it. Retention has decreased significantly and
Special Education placement has significantly decreased as well. Reading Recovery has been a succesd
intervention."
"Data is showing that most of the students who have discontinued from Reading Recovery continue to read at or
above grade level without additional services."
"Reading Recovery has increased the awareness of teaching methodology of reading throughout our school."
Reading Recovery Teachers:
"My observing 4-children has improved. This has made me more aware of wcrys to provide students with
opportunities to develop seY-ettending systems earlier in their programs."
"I have raised my expectations of what these children can do. I've seen that the highly intense focusing that
Reading Recovery teaching provides results in success."
"I have observed that the process is as different for each child as the children are different from each other."
Classroom Teachers:
"Students have more strategies to try when meeting an w!familiar word during reading. In writing thg are more
willing to try writing new words."
"The children seem so much more eager to participate in class and reading group."
"Students are more attentive to print and sey-correct. Thg are more willing to read and write independently.
Thg are more confident in taking risks. The students displg a more positive attitude toward reading and are more
apt to select reading as a choice activi97."
5
Executive Summary
14>
219 more children were served by Reading Recovery in 1997-
1998 than were served the previous school year
333 Reading Recovery teachers taught 2171 students in 219
schools that offered Reading Recovery services across 102
local school administrative units
54% of all Reading Recovery children who received services
successfully discontinued at the average of their classmates;
79% of children receiving access to
a full Reading Recovery
program discontinued
Reading Recovery children made larger gains than a random
114>
sample of their classmates over the course of the school year
in reading and writing skills
Discontinued Reading Recovery children continued to show
progress in literacy achievement even after their programs
were completed
14>
70 to 95% of discontinued Reading Recovery children met or
exceeded statewide average bands on measures of literacy
skills by the end of first grade
Table of Contents
Mat Maine Program Participants Say
Executive Summag
Program Overview
1
Introduction
1
Program Histeny
1
Reading Recovery in Maine
1
Program Evaluation in Maine
Program Implementation
1
What does Reading Recovery look like"?
2
How are Reading Recovery children selected?
2
2
What are the criteria for selecting a Reading Recovery teacher?
What kind of training do teachers receive?
2
How are teachers freed to work with Reading Recovery students?
2
Why Reading Recoveg?
2
Where in Maine is Reading Recovery?
3
Implementation Histog in Maine
3
The Reading Recovery Lesson
4
Reading Recovery Coverage in Maine, 1997-1998
6
Program Evaluation Results
7
Introduction
7
DOnitions
7
Data Collection
7
Chil dren Served
8
Student Outcomes
9
Cany-Over Children
9
Time In The Program
10
10
Criterion-Referenced Measures of Achievement
Accelerated Progress of Reading Recovery Children
11
Continued Gains in Achievement
12
Norm-Referenced Measures of Achievement
13
Comparison Using Maine Stanines
14
Maine Stanine Scores for the Observation Survg
16
Recommendations
17
Rubric For Assessing A School's Operation Of Reading Recovery
IR
Training Sites in Maine
21
vii
7
Program Overview
Introduction
Reading Recoveg in Maine
Reading Recovery is both a teacher education
In February of 1990, Kathryn Manning of the
program and an early intervention program for
Maine State Department of Education organized
a group of 26 Maine educators to attend the
children who are at-risk of failing to learn to read
Its goal is to train teachers to
in first grade.
Reading Recovery national conference in Ohio to
make skilled teaching decisions that enable the
see Reading Recovery teacher training in action.
In 1990-1991 and 1991-1992, three Maine
at-risk reader to make accelerated progress and
to become a competent, independent reader in
professionals trained at universities outside of
approximately 12-20 weeks.
Maine to be Teacher Leaders. In 1991, Paula
Moore was sent by the University of Maine to
The basic tenets of the program are:
New Zealand to train as a university Trainer of
Reading is a strategic process that takes place
Teacher Leaders. Moore has since trained all of
in the reader's mind.
Maine's Teacher Leaders. The Teacher Leaders,
Reading and writing are reciprocal processes
in turn, have trained Reading Recovery teachers
Accelerated progress is possible with intensive
who work in schools across the state.
one-on-one instruction.
It is most productive to intervene early in the
educational process in order to prevent
Program Evaluation in Maine
failure.
Progressive statewide program evaluation of the
program began in the fall of 1995 by the Maine
Program Histog
Department of Education.
The program
evaluation for Reading Recovery in Maine is
Reading Recovery was developed by Marie M.
progressive for two reasons:
Clay who conducted observational research in
The
evaluation
responsibilities
for
are
the mid-1960s that enabled her to design
assumed by a full-time researcher.
This
techniques for detecting children's early reading
allows thorough, objective evaluations to be
and writing difficulties. In the mid-1970s, she
conducted of the program.
developed Reading Recovery procedures with
Evaluations are dynamic. The researcher in
teachers and tested the program in New Zealand.
charge of program evaluation is in frequent
The success of this pilot program led to the
contact with Reading Recovery professionals.
nationwide adoption of Reading Recovery in
Information gathered from investigations can
New Zealand in the early 1980s.
be utilized quickly to improve the program.
Similarly, questions about program outcomes
In 1984, the success of the program in New
and processes can be framed as research
Zealand led researchers at the Ohio State
questions and addressed.
University to introduce Reading Recovery to the
United States. International sites today include
The full-time program evaluator works out of the
New Zealand, Australia, Canada, and the United
College of Education and Human Development.
Kingdom.
1
Program Implementation
What does Reading Recoveg "look like"?
the school's adoption of the program.
Trained teachers work with Reading Recovery
children
thirty
daily
The
How are teachers freed to work with Reading
for
minutes.
instruction is one-on-one, with instruction in
Recoveg students?
both reading and writing, including fostering
phonemic awareness, letter recognition, and
There are several workable models:
strategies for analyzing words. The intervention
Title I teacher who typically works with four
is short term, lasting 12-20 weeks.
to eight Reading Recovery children daily.
Kindergarten model with one teacher who has
one session of kindergarten and one-half day.
How are Reading Recoveg children selected?
as a Reading Recovery teacher.
First
grade
model
with
two
teachers
Reading Recovery children are identified by
team-teaching first grade half-day each and
classroom teachers and screened with an early
half day as a Reading Recovery teacher.
literacy assessment.
Special educators who are also trained to
teach Reading Recovery children
What are the criteria for selecting a Reading
Why Reading Recoveg?
Recoveg teacher?
Reading Recovery helps children:
A teacher applying for training must:
Develop effective reading/writing strategies.
Be put forward by a school system adopting
Read at an average classroom level.
Reading Recovery.
Become independent readers and writers.
Have a recommendation from the principal.
Have a regular elementary certification in
Reading Recovery helps teachers:
Maine.
Become systematic observers of children's
Have primary teaching experience.
learning.
Develop a
understanding of
theoretical
literacy acquisition and learning.
What kind of training do teachers receive?
Implement instructional procedures for use
with at-risk readers and writers.
Teachers receive intensive training during a
year-long after-school class for which teachers
Reading Recovery helps school systems:
can earn six graduate credits from the University
Reduce reading failures.
of Maine. Reading Recovery teachers in-training
Alleviate the need for retentions, transitional
demonstrate teaching a child behind a one-way
grades and developmental kindergartens.
mirror at least three times during the year while
Reduce the need for Special Education and
colleagues watch and discuss. Teacher Leaders
Title I services in literacy.
make school visits to Reading Recovery teachers
in-training to support both their teaching, and
2
Where in Maine is Reading Recovery?
Number of schools with Reading
Figure 2.
Recovery each year.
Reading Recovery has been adopted by 103 local
school administrative units and by 217 schools
in Maine for the 1998-1999 school year.
47
Reading Recovery teacher training is available at
450
local school sites throughout Maine. There are
40D
currently 336 active Reading Recovery teachers
.0
g
and 12 active Teacher Leaders in Maine schools.
350
300
250
if
Implementation History in Maine
0
200
s
150
In tracking Maine's path towards full program
159
2
implementation, Figures 1 and 2 display the
100
94
number of local school administrative units, and
50
number of schools, respectively, with Reading
EWE
1997-1998
1995-1996
Figure 3 displays the
1991-1992
1993-1994
Recovery since 1991.
1998-1999
1994-1995
1996-1997
1991-1993
number of trained Reading Recovery teachers in
School Yew
Maine each school year since 1991.
Number of trained Reading
Figure 3.
Recovery teachers each year.
of
Number
school
local
Figure 1.
with
units
administrative
Reading Recovery each year.
480
138
440
7
400
182 I
285
775
7
360
Cities and Towns
250
320
EN School Administrative Districts
333
323
225
32
NN School Unions
280
273
pi Community School Districts
200
240
175
220
200
E
150
160
l
125
120
IIl
80
100
=Inactive
1::=1
40
75
=Active
0
50
99 94
199 -98
1995-96
1991-92
25
1996-97 1998-99
1994-95
1992-93
1;1
ii1°2
0
School Year
1995-1996 1997:1998
1993-1994
1991-1992
1998-1999
1994-1995 1996-1997
1992-1993
School Year
3
1 0