As we enter the second decade of Reading Recovery, we have behind us the success of over 200,000 independent readers and writers previously diagnosed as "at risk." But with more than 2,500 sites and 10,000 Reading Recovery teachers, it is important that we keep the dialogue going to maintain the same quality and consistency. Research in Reading Recovery is one such effort.
In Research in Reading Recovery, editors Stanley Swartz and Adria Klein collect in one place much of the best research now available on Reading Recovery. The articles were all previously published in the first three volumes of Literacy, Teaching and Learning, a key publication of the Reading Recovery Council of North America, which will receive all royalties from the book.
Research in Reading Recovery represents current thinking and new insights on topic such as:
an inquiry-based model for educating literacy teachers sustained effects of Reading Recovery on the cognitive behavior of children factors affecting students' progress in reading Reading Recovery and its effect on children with learning disabilities oral language assessment and development in Reading Recovery. One of the reasons why Reading Recovery keeps improving is that is continually under development, changing all the time with refinements related to new research. But, with this constant fine tuning, ongoing professional development is essential. Research in Reading Recovery will help support that learning.
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.
Adria F. Klein is a professor in the Department of Educational Research and Policy at California State University, San Bernardino. She has written several books, book chapters, and numerous articles on various topics including emergent literacy, Reading Recovery, reader’s theater, integrated language arts, staff development, and technology. She is co-editor of Literacy, Teaching and Learning, journal of the Reading Recovery Council of North America. Adria teaches courses in language arts and literacy in the graduate Reading Education program, in addition to being a Reading Recovery Trainer of Teacher Leaders.
P. David Pearson is coauthor of the Heinemann titles Comprehension Going Forward and What Every Teacher Should Need Know About Reading Comprehension Instruction.
He has served President of the National Reading Conference (NRC), Director of the Center for the Improvement of Early Reading Achievement, and on the boards of directors for the International Reading Association, NRC, and Association of American Colleges of Teacher Education. He is the author of dozens of influential books and peer-reviewed articles, the founding editor of the Handbook of Reading Research, as well as a former editor of Reading Research Quarterly and the Review of Research in Education.
His many awards include the 1989 Oscar Causey Award (NRC) for contributions to reading research, the 1990 William S. Gray Citation of Merit (IRA) for contributions to reading research and practice, the 2005 Albert J. Harris Award (IRA) for the year’s best reading-disability publication, and the 2003 Alan Purves Award (NCTE) for a publication impacting practice. In 2006 the University of honored him with the Alumni Outstanding Achievement Award, and in 2010 AERA gave him Distinguished Contributions to Research in Education Award.
Gay Su Pinnell is Professor Emerita in the School of Teaching and Learning at The Ohio State University and a member of the Reading Hall of Fame. She has extensive experience in classroom teaching, field-based research, and in developing comprehensive literacy systems. She is the recipient of the International Literacy Association’s Diane Lapp & James Flood Professional Collaborator Award, The Ohio State University Alumni Association’s Medalist Award, the International Reading Association’s Albert J. Harris Award for research in reading difficulties, the Ohio Governor’s Award, the Charles A. Dana Foundation Award, The Eastern New Mexico University Hall of Honor, and a 2018 recipient of an honorary doctorate Lesley University for her contributions to literacy education.
Fountas and Pinnell's transformative, collective and comprehensive literacy work includes a cohesive classroom literacy system for grades PreK–6 (Fountas & Pinnell Classroom™), an intervention system for grades K–12 (Leveled Literacy Intervention), an assessment system (Benchmark Assessment System for grades K–8 and Sistema de evaluación de la lectura for grades K–3), an extensive professional book base, and professional learning opportunities. Fountas and Pinnell continue to influence and inspire educators nationwide and abroad with resources and books such as:
- The Fountas & Pinnell Phonics, Spelling, and Word Study Systems (2017, 2019, 2020)
- The Reading Minilessons Books, Grades K–6 (2017, 2019, 2020)
- Spanish Reader's Notebooks (2019)
- Reader's Notebooks
- Sing a Song of Poetry (2018, 2019)
- The Literacy Quick Guide (2018)
- Words That Sing: Poetry Charts, Grades PreK–2 (2018)
- The Fountas & Pinnell Literacy Continuum (2017)
- Continuo de la lectoescritura, Grados PreK–8 (2020)
- Continuo de la lectoescritura totalmente en español, Grados PreK–8 (2020)
- The Fountas & Pinnell Comprehensive Phonics, Spelling, and Word Study Guide (2017)
- Guided Reading: Responsive Teaching Across the Grades, Second Edition (2017)
- Fountas & Pinnell SELECT Collections
- LLI Choice Libraries
- Fountas & Pinnell Reading Record Apps
- Genre Study: Teaching with Fiction and Nonfiction Books (2012)
- Genre Quick Guide, A Companion to Genre Study: Teaching with Fiction and Nonfiction Books (2012)
- Genre Prompting Guide for Fiction (2012)
- Genre Prompting Guide for Nonfiction, Poetry, and Test Taking (2012)
- Literacy Beginnings (2011)
- Prompting Guide, Part 1 for Oral Reading and Early Writing (2008)
- Prompting Guide, Part 2 for Comprehension: Thinking, Talking, Writing (2011)
- When Readers Struggle: Teaching That Works (2009)
- Teaching for Comprehending and Fluency: Thinking, Talking, and Writing About Reading, K–8 (2006)
- www.FountasandPinnellLeveledBooks.com
- Leveled Books, K–8: Matching Texts to Readers for Effective Teaching (2005)
- Guided Reading: Good First Teaching for All Children (1996)
- Guiding Readers and Writers: Teaching Comprehension, Genre, and Content Literacy (2001)
- Interactive Writing: How Language & Literacy Come Together, K–2 (2000)
- Word Matters: Teaching Phonics and Spelling in the Reading/Writing Classroom (1998)
- Help America Read and Coordinator's Guide (1997)
While all the Fountas & Pinnell Literacy™ books, resources, and systems are deeply rooted in teacher professional learning, Irene and Gay, in collaboration with Heinemann Professional Development, offer a range of options and opportunities for professional learning designed to further develop the craft of teaching and foster a climate of collegiality and community.
Join the Fountas & Pinnell Literacy™ Community to connect with Gay and Irene and thousands of educators from around the world on one of the fastest-growing online literacy communities. Continue the conversation on Twitter @FountasPinnell, on Instagram @FountasPinnell, on Facebook @FountasandPinnell or by joining The Fountas & Pinnell Literacy™ Learning Facebook Group.
