Reading Recovery: A Guidebook for Teachers in Training [Paperback]

Marie M. Clay (Author)

Book Description

ISBN-10: 0435087649 | ISBN-13: 978-0435087647 | Publication Date: November 19, 1993 | Edition: Edition Unstated

"Reading Recovery" is a guidebook for training teachers to deliver an early intervention program designed to reduce literacy problems in an education system. Children entering the "Reading Recovery" program are those from ordinary classes who have the most difficulty in reading and writing after one year at school.

Since the "Reading Recovery" program is different for every child, the implementation of a successful program requires thorough teacher training. Using the child's competencies as a starting point, the program advances toward what the child is trying to accomplish. The teaching, therefore, must be individually designed and individually delivered. Using the guidelines in this book, teachers learn how to provide each child with an intensive program of daily instruction which supplements the regular class instruction activities.

The goal of "Reading Recovery" is to help children acquire efficient patterns of learning to enable them to work at the average level of their classmates and to continue to progress satisfactorily in their own school's instructional program. When recognized training accompanies the use of procedures contained in this book, success rates are consistently high and surprising.

Editorial Reviews

About the Author

Marie Clay, FRSNZ, FNZPsS, FNZEI(Hon),Emeritus Professor, taught in primary schools and then at the University of Auckland where, for the next 30 years she introduced educational psychologists to ways of preventing psychological problems. She did post-graduate study in Developmental Psychology at the University of Minnesota on a Fulbright Scholarship and completed her doctorate at the University of Auckland with a thesis entitled "Emergent Literacy." Her 'Reading (and writing) Recovery' is an early literacy intervention, which is now implemented in five countries, and three languages. Literacy Lessons Designed For Individuals integrates what has been learned from that innovation with new research and theoretical advocacies. Shifts in early literacy learning can be monitored by teachers using her Observation Survey of Early Literacy Achievement in English, Spanish and French. A series of individual lessons can be delivered in those languages to about 150,000 children worldwide annually using a guidebook called Reading Recovery: Guidelines for Teachers in Training. Literacy Lessons Designed for Individuals is a similar guidebook which aims to make accelerated progress possible for a wider range of problems. Marie Clay was past-President of the International Reading Association, served on the editorial committees of professional journals, was a research consultant at home and abroad including UNESCO, chaired a Social Science Research Committee advising government on policies and research allocations, and worked internationally with problem-solving related to early intervention research and practice.

Product Details

• Paperback: 112 pages
• Publisher: Heinemann; Edition Unstated edition (November 19, 1993)
• Language: English
• ISBN-10: 0435087649
• ISBN-13: 978-0435087647
• Product Dimensions: 9.9 x 8 x 0.4 inches
• Shipping Weight: 12 ounces
• Average Customer Review: 4.0 out of 5 stars  See all reviews (7 customer reviews)
• Amazon Best Sellers Rank: #323,632 in Books (See Top 100 in Books)

More About the Author

Marie Clay, FRSNZ, FNZPsS, FNZEI(Hon),Emeritus Professor, taught in primary schools and then at the University of Auckland where, for the next 30 years she introduced educational psychologists to ways of preventing psychological problems. She did post-graduate study in Developmental Psychology at the University of Minnesota on a Fulbright Scholarship and completed her doctorate at the University of Auckland with a thesis entitled "Emergent Literacy." Her 'Reading (and writing) Recovery' is an early literacy intervention, which is now implemented in five countries, and three languages. Literacy Lessons Designed For Individuals integrates what has been learned from that innovation with new research and theoretical advocacies. Shifts in early literacy learning can be monitored by teachers using her Observation Survey of Early Literacy Achievement in English, Spanish and French. A series of individual lessons can be delivered in those languages to about 150,000 children worldwide annually using a guidebook called Reading Recovery: Guidelines for Teachers in Training. Literacy Lessons Designed for Individuals is a similar guidebook which aims to make accelerated progress possible for a wider range of problems. Marie Clay was past-President of the International Reading Association, served on the editorial committees of professional journals, was a research consultant at home and abroad including UNESCO, chaired a Social Science Research Committee advising government on policies and research allocations, and worked internationally with problem-solving related to early intervention research and practice.

Customer Reviews

Most Helpful Customer Reviews

37 of 38 people found the following review helpful:

5.0 out of 5 stars Excellent, Eye-opening Book for Parents as Well as Educators, July 1, 2000

By 

S L Cook - See all my reviews

This review is from: Reading Recovery: A Guidebook for Teachers in Training (Paperback)

I bought this book to familiarize myself with the Reading Recovery program. It opened my eyes to several things I have been doing when helping my child read which actually hinder a child's ability to decode words by themselves. Too much focus on the mechanics of reading and the letters in a word can contribute to problems when the child moves beyond the most basic reading skills.

Marie's book offers many excellent suggestions for working with a child. Her suggestions help a child grow in their reading without getting in their way. The lists of activities and skills to be acquired are helpful. We have seen tremendous progress in our child's ability to read independently since implementing the reading recovery program.

I think every parent who has a child struggling with reading could learn something from this book. I also think it would make excellent reading for any educator interested in helping their students read better.

29 of 30 people found the following review helpful:

5.0 out of 5 stars Thank you Marie Clay and the Reading Recovery Teachers!, October 21, 1999

By 

Sally H. Hallenbeck ([e-mail]) (Red Hook, New York) - See all my reviews

This review is from: Reading Recovery: A Guidebook for Teachers in Training (Paperback)

The work of Marie Clay, as described in this book, and then the implementation of the concepts and methodology with those young students who are confused and befuddled as they begin the literacy process, has changed the lives of many of today's students and their families. One only has to look into the eyes of a Reading Recovery student who is on her way to becoming an independent reader to understand the power behind the program. Wonders of wonders as a young child holds a book in her hands and confidently reads! All of education needs more researchers like Marie Clay who look at what children can do and then design programs to help those children become highly proficient readers and writers.

I also must compliment those educators, both internationally and nationally who have taken Marie Clay's work forward in the Reading Recovery Institutes around the world and then right into our classrooms.

If you have doubts about this program contact a school district near you where Reading Recovery has been implemented. Ask to speak to students, teachers and parents.

Bravo!

19 of 19 people found the following review helpful:

5.0 out of 5 stars Superb Reading Program, May 20, 2003

By 

S. Wilson (Palisade, CO United States) - See all my reviews
(REAL NAME)   

This review is from: Reading Recovery: A Guidebook for Teachers in Training (Paperback)

I spent 14 years in education. I witnessed whole language (a strange program which was terribly implemented). The current educational fad is pure phonics (yes, a fad). Research shows that 80% of children will learn to read in spite of the method they are taught. Reading Recovery was designed as a one-on-one program for the remaining 20%. Reading Recovery depends on very strict implementation and very strict adherence to the methods presented in this book. "Reader" from NY states this is "whole language by another name". Far from it. Reading Recovery uses many proven methodologies (some phonics included); but its main emphasis is on teaching students to derive meaning from text and to build a reading system that is "self-extending"--they learn to check for meaning, word structure, etc. My wife is a Reading Recovery Teacher Leader--I watch the growth of her students and see the amazement on their teachers' faces. The book alone is a fantastic resource; however, to be truly effective a teacher should receive Reading Recovery training. As I said earlier, effective implementation of the program depends on strict adherence to Reading Recovery methodologies. Proper teacher training is critical to the success of this program.