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.
Reading Recovery is money well spent!
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.
A copy of this article can be found here.