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ERIC Number: ED450359
Record Type: Non-Journal
Publication Date: 2000
Pages: 5
Abstractor: N/A
Reference Count: N/A
How Is Reading Recovery Able To Be Successful in a Variety of Settings Internationally?
Clay, Marie M.
Network News, p 1-3 Spr 2000
This article argues that the standard tenets of the teaching of children also apply to the ways in which programs are implemented: they run on tentativeness, flexibility, and problem-solving. How these qualities reveal themselves in five important areas is discussed in the following sections: (1) standards and guidelines for delivering Reading Recovery; (2) a long period of training prepares teachers to be decision-makers; (3) the practicality of lesson components for supporting cognitive processing; (4) the utility of a complex theory of literacy learning; and (5) the theories about children's development which guide Reading Recovery. These things explain Reading Recovery's success in a wide variety of settings as follows: by the end of a series of lessons a successful Reading Recovery child (now able to independently solve many literacy learning problems for him or herself) should be able to use the activities of the classroom to push his or her own knowledge even further. The well-trained teacher will be tentative and flexible in his or her interactions with a range of children, each of whom present somewhat different problems. The cognitive processing and the wide range of competencies developed in the children should prepare them for performance in almost all classroom programs. (SR)
Reading Recovery Council of North America, Inc., Suite 100, 1929 Kenny Road, Columbus, OH 43210-1069. Tel: 614-292-7111; Web site:
Publication Type: Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Reading Recovery Council of North America, Columbus, OH.