What Does the Research Say? A look at highlights from studies over the past 30 years

Reading Recovery is an effective early intervention for the lowest achieving grade one literacy learners. Research studies conducted in various countries over that past thirty years have demonstrated the effectiveness of Reading Recovery. In this session, selected studies will be reviewed that demonstrate that Reading Recovery is effective for students in a variety of contexts.

Presenter: Irene Huggins, CIRR

IMG_4765Dr. Irene Huggins, President of the Canadian Institute of Reading Recovery, became a Reading Recovery Trainer in 1995 and worked at the CIRR Western Division in Manitoba. She worked for several as a Literacy Specialist with the Manitoba First Nations Education Resource Centre.

Fifty Shades of CLAY…Unlocking the secrets to Writing Instruction

We will explore the five essential elements that are ‘key’ to effective instruction in writing. We will demonstrate how these five keys – Conversation, Construction, Conventions, Composition and Complexity – work together to create independent, successful writers. Prepare to be pleasantly surprised.

Presenters: Shirley DeSouza & Liz Lightbound, Dufferin Peel Catholic District School Board

Shirley DeSouza is a Reading Recovery Teacher Leader with the Dufferin Peel Catholic District School Board.  Liz Lightbound is a recently retired Teacher Leader with the Dufferin Peel Catholic School Board. Together, they have  30 years in Reading Recovery.

Collaboration Through Conversation to Change Reading Recovery Outcomes

The classroom teacher and the Reading Recovery teacher together hold joint responsibility for providing poorer performers with effective opportunities to learn (Clay, 1991).

Join with us on our journey as we share what we have discovered about the importance of an ongoing conversation between classroom and Reading Recovery teachers during the lesson series.

Throughout this collaborative working session we will discuss what worked, challenges faced and ideas tried, in order to foster improved conversation.  We will continue learning by discussing audience experiences which will prove to be a beneficial learning for all.

Presenters: Amanda McCabe, HSCDSB and Carrie Girdler, BGCDSB

Amanda McCabe, Reading Recovery Teacher Leader, Huron Superior Catholic District Board
Carrie Girdler, Reading Recovery Teacher Leader, Bruce Grey Catholic District Board

All that in 30 Minutes? Key Understandings in Reading Recovery

We will explore the key understandings of Reading Recovery in depth while observing student examples of our theoretical principles in action.

Presenter: Christine Fraser, CIRR

Christine is currently a Canadian Trainer-in-training. Her background in Reading Recovery dates back to 2002 where she trained as a Reading Recovery in Edmonton Public Schools. She went on to become a Teacher Leader in 2006 and moved to the Vancouver School Board in 2012. Next year she will take on the role of Trainer for the Mountain Pacific Region.

The Dark Side of Level One and Two . . . Why and How to Get Students into Level Three

Can spending more than a few weeks in patterned text lead to more learned confusions than benefits? Evidence suggests that this is indeed the case. Many students who are selected for Reading Recovery know little about stories or storytelling. Early in the lesson series we need to give students the opportunity to hear and read books with a storyline. We will not accomplish this by spending more time on item knowledge. In this session you will have an opportunity to explore the benefits of getting students out of pattern text and into stories sooner rather than later.

Presenters: Lori Kelly, Teacher Leader SD 27 and Daun Newman, Teacher Leader SD 59

Lori Kelly and Daun Newman are Reading Recovery Teacher Leaders with rich backgrounds in the primary classroom, who are passionate about literacy learning and teaching. Lori is from the Cariboo-Chilcotin region in central British Columbia and Daun is from the Peace River region in northern British Columbia.

Let’s Pretend: Authentic Literacy Through Socio-dramatic Play

Join early years educators to learn more about the power of socio-dramatic play in the development of children’s thinking and communication skills. See and hear examples of authentic, co-constructed classroom play experiences in a variety of learning areas that support the development of children’s literacy behaviours (reading, writing, listening and speaking). Explore the role of an intentional and responsive educator in recognizing and fostering this dynamic and powerful vehicle for learning.

Presenters: Olivia Barajas, Joanne Trim, Maxelle Yablon 

Olivia Barajas, DECE
Joanne Trim, YRDSB Early Years Curriculum Consultant
Maxelle Yablon, OCT

Teaching for Change: Fluency and Phrasing over the Lesson Series

We will explore the changes evident in children’s fluency and phrasing over the course of the lesson series and use Literacy Lessons, texts, and children’s reading samples to understand the opportunities available to get shifts in the way the reading sounds.

Presenter: Allyson Matczuk, CIRR (Western Region)

Allyson Matczuk is a Trainer for the CIRR in Winnipeg, Manitoba.

Looking Through the Misty Window: Running Records at Work

Evidence of a child’s literacy processing system at work is found in daily samples of text reading. Join in a workshop approach to delve deeply into running record analysis and sharpen your teaching for tomorrow.

Presenter: Jennifer Flight, CIRR

Jennifer Flight is currently training as a Reading Recovery Trainer in Winnipeg, Manitoba. For the past 12 years, she has worked in the roles of Reading Recovery teacher and Teacher Leader.

What did you notice? Self-monitoring’s Crucial Role in Literacy Learning

B.Kaye pic“Effective monitoring is a highly skilled process constructed over many years of reading” (Clay, 2005, p.108) and is essential to the development of independent, self-regulated readers and writers. Do you notice the signs of self-monitoring, and do you know how to teach for changes in the complexity of monitoring over time? How do you check on yourself as a teacher to ensure your students take on this important strategic activity? In this session you will explore self-monitoring in our youngest readers through grade two, with research highlights and video examples from lessons.

About Betsy: Betsy Kaye is a Reading Recovery trainer and Assistant Professor at Texas Woman’s University. She has been involved with Reading Recovery for more than 25 years. Early in her career, she also taught special education and fifth grade. Betsy has published several articles about Reading Recovery teaching, early intervention, and assessment and frequently shares her expertise at literacy conferences in the US and Canada. Betsy enjoys working with international colleagues and RRCNA on projects that support teachers’ professional learning, and she currently serves as editor of the Teaching section of the Journal of Reading Recovery.