The Fall 2018 Edition of the Manitoba Association of School Superintendents (MASS) Journal produced an article that highlights the impact Reading Recovery has had in Manitoba over the past 25 years. A remarkable journey in Manitoba to help those struggling the most to learn to read and write began in 1994. Since them over 380 schools in Manitoba have implemented Reading Recovery. Read theentire article on page 17 of the MASS Journal.
Currently there are 310 teachers in Manitoba trained to provide Reading Recovery in their schools, but when all of the teachers who are Reading Recovery trained the number jumps to over 2400 teachers with a significant early literacy expertise sprinkled throughout the province. These teachers participate in a year long training and are challenged to consider new perspectives and see the lowest achieving children as full of potential, utilize the child’s strengths and interests while linking theory with practice.
To date, over 51,000 students in Manitoba have made progress and received the benefit of Reading and Writing at a young age!
One school administrator says, “Reading Recovery has certainly impacted targeted student progress but has also built a stronger capacity in our teachers around sound literacy instruction. The Reading Recovery Teacher has take on a leadership role in our building and helped to facilitate rich conversations around literacy. As a result, the impact has helped to support students school wide.”
In recent years, Reading Recovery has expanded to Manitoba’s First Nation Schools – you can read more about the impact Reading Recovery is having in Manitoba First Nations Education Resource Centre schools in this post.
On April 4, 2019 we are hosting a Gala Celebration Dinner where you can hear from former students, Reading Recovery Teachers and those involved in making a difference in the lives of over 51,000 students and their families.
Are you a Principal or Vice-Principal responsible for the implementation of Reading Recovery in your school? Would you like an amazing reference guide to assist you in understanding Reading Recovery and supporting your Reading Recovery Teachers so that your young students can achieve success in reading and writing?
The Canadian Institute of Reading Recovery is delighted to announce the publication of A Principal’s Guide to Reading Recovery in Canada (2018). This 80 page, full colour guide recognizes the key role that principals play in ensuring success for Reading Recovery Students and Teachers in their schools.
The guide includes chapters on:
What is Reading Recovery/IPLÉ
Principal’s Key Role in Reading Recovery
Key Personnel for Reading Recovery
Professional Development and Reading Recovery
Evaluation of Student Outcomes
Reading Recovery/IPLÉ in your School
Generating Support and Sustaining Reading Recovery/IPLÉ in your School
Role of Canadian Institute of Reading Recovery, Sample Interview Questions, Working with Reading Recovery Teachers, Standards and Guidelines for Teacher Training
This invaluable guide is $10 and can be pre-ordered now. We are accepting bulk orders for this book from school districts who complete this order form. Orders will be filled by mid-December. We encourage school districts to purchase copies for each of their Principals, Vice-Principals and other School Administrators as well as a few extra copies for future needs. Orders will be shipped directly to the district.
The book can also be downloaded at no cost for use on your electronic devices.
We thank the Canadian Reading Recovery Trainers (Jennifer Flight, Christine Fraser, Yvette Heffernan, Allyson Matczuk, and Janice Van Dyke) for their work in editing the content of this guide and ensuring that it is a very useful document for years to come.
We often hear from professionals in school districts who say that they cannot implement Reading Recovery because the cost is too high and that it requires too much teacher time. A new article from the Canadian Institute of Reading Recovery explains that investing in Reading Recovery is not as expensive as you might think.
“The bitterness of poor quality is remembered long after the sweetness of low price has faded from memory.” ~ aldo gucci
In the article, Cost vs. Cost Effectiveness, authors Allyson Matczuk and Jennifer Flight, Reading Recovery Trainers in the Western Region, explain that there is a need to utilize cost-effectiveness as a method of comparing literacy interventions. However, they note that Reading Recovery cannot be compared to interventions that serve all students because Reading Recovery serves the lowest 20% of students. “Helping a struggling emerging reader to learn to read is a different objective than helping an average student to learn to read.”
The article includes a descriptive chart to compare the costs of delivering Reading Recovery with small group literacy intervention, resource support and grade retention. It highlights that Reading Recovery is an intervention that not only targets reading but also writing in less time and with greater success at less cost than small group literacy strategies, resource support or the classroom teaching alone in Grade 1.
An added benefit to Reading Recovery is not only the inclusion of writing but also the training and on-going professional development that teachers receive. Teachers receive high quality training in order to work with students, track student progress and design individual lessons to ensure the best possible learning environment. Teachers have reported that the training and on-going support is some of the best professional development they have ever received. These trained teachers are able to support literacy learning for the entire classroom.
The true cost of not implementing Reading Recovery is that young students do not learn to enjoy learning or develop a curiosity about the world through books. They will struggle throughout their education and will often grow up to not have the self-confidence needed to learn to read well later in life. Offering Reading Recovery to the lowest achieving students in Grade 1 is an investment in the future of children and the future of our communities.
Publisher Submissions for the Approved Canadian Reading Recovery Booklist – a Quick How To
Teaching children to read and write involves the use of books that are suitable for their reading level, language and cultural relevance. Publishers and authors are invited to submit their books for approval. Once approved they will be added to the book list so that Reading Recovery schools can purchase them for use in their programs.
Each book included on the Canadian Reading Recovery Booklist (CIRR, 2017) represents countless hours of volunteer work by Canadian Reading Recovery Trainers, Teacher Leaders, and Teachers who engage in an intensive review process that includes an initial review for quality and approximate level followed by field-testing of every title being considered for inclusion. Reading Recovery educators who support the processes of review and field-testing represent geographic, language, and cultural diversity.
From the many books available, each title considered for possible inclusion is evaluated to determine how well the book:
tells a meaningful and well-structured story;
supports development of a literacy processing system of Grade one students;
has text features that work together appropriately for a particular level rather than creating undue challenges to the readers because of widely disparate features of text difficulty (language, concepts, spatial features, etc.);
has a sufficient amount of text on which a child could engage in problem solving and practice fluent reading;
represents ethnic, cultural, and language diversity in a way that values all persons;
has a story line that is of interest to Canadian children;
has good quality illustrations;
is constructed using good quality materials; and
It is not the intent of the Booklist to provide an over-abundance of titles. The intent is to provide a listing of texts that Reading Recovery professionals can easily access for use with students. The booklist is revised on a 3-year cycle with the next date of publication being Spring, 2020. It would be advisable to have books distributed before December 31, 2019.
In order to expedite titles for consideration, it is advised that publishers and book distributors provide complementary copies that can be distributed by the contacts in each region.
In 1999, Jack, a student in Yukon, was at the lowest reading level in his class in Grade 1. His parents were shocked to receive this news, but when offered the opportunity to have him participate in Reading Recovery, they gratefully accepted this offer of support.
Jack when he was a Reading Recovery Student
Following just a few weeks of the Reading Recovery literacy intervention in his school, Jack’s reading level improved dramatically. He finished his Grade 2 year at the highest reading level in his class.
Jack’s teachers referred to him as the “perfect Reading Recovery student”. He was able to accelerate
his learning and quickly catch up to his peers.
Jack enjoyed his time in Reading Recovery so much that he turned up at the Reading Recovery
room at the beginning of Grade 3 ready to continue his work with Ms. Marie!
The short term intervention of Reading Recovery has made a difference for Jack. Throughout elementary school and high school, Jack was an avid reader and an above average student. In 2011 Jack graduated from high school with honours. Currently, Jack is finishing his Bachelor of Arts undergraduate degree at UVic and achieving A’s in his program. He is also an excellent writer and a voracious reader of global politics, biographies, and fiction anchored in history and travel adventures.
Jack has come a long way since his beginnings as the lowest achieving reader in his Grade 1 class! Without the Reading Recovery intervention it is possible Jack would struggle with reading, writing and academic achievement throughout his education and into adulthood. The short time he spent with Ms. Marie in Reading Recovery has made all the difference for Jack.
Parents of children who are struggling to read and write often wonder what they can do to help their children be better readers and writer. There are many things parents can do which can help young children with reading – read to them, give them books to read, point out letters and words you see in public, let them see you reading, take them to the library.
Even with these activities some children will struggle to learn to read once they get into school. For these children Reading Recovery is an effective way, in a short amount of time to bring the kids who are struggling the most up to a level equal to the other readers in their grade. Not all schools have Reading Recovery though, so one of the ways parents can help is to advocate for the school board, division or district to implement Reading Recovery. Reading Recovery makes a life long impact!
In 2014, the first Reading Recovery Training Centre in a First Nations community opened in Manitoba. The opening was cause for celebration.
Gloria Sinclair, Reading Recovery Teacher Leader for Manitoba First Nations Education & Resource Centre.
Gloria Sinclair was selected as the first Teacher Leader to guide the implementation of Reading Recovery. The winter issue of The Journal of Reading Recovery, features an article written by, Gloria Sinclair, Allyson Matczuk and Irene Huggins. The article that reflects on the implementation of Reading Recovery by the Manitoba First Nations Education Resource Centre. Outlined are the details of how Reading Recovery has been implemented in an area that this made up of many small, rural and very remote communities.
Read about the achievements of Ray, a student who could recognize only 7 letters and with only 12 lessons he read little books, wrote in full sentences and confidently answered questions about what he was doing!
The implementation has been so successful that a second Teacher Leader has been trained and another Reading Recovery Training Centre has just opened in Thompson, Manitoba.
School District #27 in BC Celebrates 20 Years of Reading Recovery
School District No. 27 was recognized for 20 years of Reading Recovery intervention success by the Canadian Institute of Reading Recovery. This early reading intervention has directly supported over 1700Grade 1 students to overcome reading difficulties. There have been more than 80 teachers trained in Reading Recovery and those 80 teachers have gone on to impact over 15,000 students in School District No. 27 through changes in teaching methods over the past 20 years.
The June 20, 2017 evening celebration, hosted by the current Reading Recovery Teacher Leader, Lori
23 Reading Recovery Teachers in District #27
Kelly, included a short program of special guests who spoke about their role in the inception and development of Reading Recovery in School District No. 27 over the past 20 years. Special guests included teacher Delores Goerz and school psychologist Darryl Grams who initially brought the program to the district, past Reading Recovery Teacher Leader Lorraine Smith, and Brian Butcher who was the superintendent of schools at Reading Recovery’s introduction to the District.
There were several past students who are now adults and families who came out
Christine and Tanya – 20 Years of Reading Recovery Certificate
with their children who were a part of Reading Recovery. Thanks to funds from the Williams Lake Truckers Association each child who attended was able to choose a book to take home.
School District No. 27 produced a short video describing the impact of Reading Recovery over these past 20 years which was well received by the crowd of approximately 75 people. The evening culminated with The Reading Recovery Trainer for the Mountain Pacific Region, Christine Fraser, presenting Tanya Gunther, SD 27 Board of Education chair, with a certificate of recognition on behalf of the Canadian Institute of Reading Recovery. Christine commended the District on its accomplishments over the past 20 years and said she would like to bottle up all the positive energy in the room and take it with her around the region to other school districts.