In the national debate about scientifically based research and accountability, Reading Recovery ® 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:
- the importance of writing as part of early literacy instruction
- motivation as a key factor in learning
- phonological awareness as it is taught in Reading Recovery.
Other articles address issues related to program description and evaluation, including:
- results of Reading Recovery instruction of English language learners
- sustained effects of the Reading Recovery and Descubriendo la Lectura results
- impact of Reading Recovery on children's personal and emotional development
- effects of success on children's home literacy experiences
- development of leadership skills through teacher leader training.
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.
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.
