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Janelle Burgoyne

Reading Recovery Teacher Leader

Enfield Station School

Reading Recovery at Enfield site

Teacher Leader: Janelle Burgoyne

207 732-4162 x242




Reading Recovery - what is it?


The Reading Recovery program is a scientifically-based, early literacy intervention for at-risk first grade children. It can significantly reduce the number of children with literacy difficulties in a school. This intensive 12 to 20 week program provides daily individualized lessons in reading and writing by a specially trained teacher. Though some children will still need support, many children go on to achieve at least the average of their class. 

Reading Recovery was developed by New Zealand educator Dr. Marie Clay to provide a second chance at literacy learning for the lowest achieving first graders. The program is based on the belief that early intervention is the most effective way of preventing reading failure and reducing the number of children needing long-term assistance. 

Children are selected in the fall using the Observation Survey; 25% to 40% of the lowest scoring first graders are selected to work one-to-one daily, using little books that are graded by difficulty. In every lesson, children read some familiar books, are introduced to a new book, work on letters and sounds, learn how words are taken apart or decoded, and compose and write a short story to be copied onto a strip of paper by the teacher, cut up, and reassembled by the child. The teacher assesses the child each day using a running record of the reading, and plans for the next day's lesson, building on what the child knows in order to learn something new. The child then takes the books home to read to parents. Parents are very important partners to the school in their child's learning to read. The child's success depends on the home practice and encouragement. 

Reading Recovery Training and Continued Professional Development

Enfield Station School is a training site for Reading Recovery, where area schools receive training and continuing professional development by Janelle Burgoyne. Teachers meet at Enfield during a year-long graduate course of study, featuring live lessons behind a one-way mirror located in our special education classroom. Schools served by the Enfield site include Enfield, Lincoln, East Millinocket, Sherman, Danforth, Lee/Winn, Dyer Brook, Dover, Milo, Columbia Falls, Harrington, Milbridge, Addison, Cherryfield, Lubec, Jonesport, and Beals. Trained Reading Recovery teachers from these schools meet monthly for continuing professional development classes, and they hone their skills with continued observation of lessons behind the one-way mirror. Teachers submit data on their students to an International Data Evaluation Center, which results in national, state, and school reports on the progress of the students taught that year. A new website/database, called CIMME, was developed by Dr. Brian Doore, Research Assistant Professor for the Center for Research and Evaluation at the University of Maine at Orono. Reading Recovery teachers and reading specialists submit data on this site It will feature weekly data entry on the progress of students, which will result in timely shifts in teaching to target student needs.

Funding for Reading Recovery and Literacy Interventionist training and continuing professional development has been provided for many teachers over the years by the generous support of the Cole Family Foundation. Last year, we received two Federal i3 grants for Sondra Cobb and Anne Milton. This grant covered all of the university fees, materials, and conference expenses for these two teachers.

Reading Recovery at Enfield Station School


At Enfield Station School there are many teachers who have had Reading Recovery (RR) training. Principal Kelly Weiss has participated in Reading Recovery training and is currently extending her study to balanced literacy practices in the classroom. Trained RR staff include Janelle Burgoyne, Jeanne Carney, Stacie Ludden, Ellen Gardner, Lynn Fish, Anne Milton, and Sondra Cobb. Several other teachers (Christine White, Gary Libby, Sasha Bladen) have taken a year long course for classroom teachers or interventionists who want to learn the theory and methods for teaching struggling readers. During the course, these teachers worked with one or two case study students, rather that the 4 required for Reading Recovery training, but every other aspect of the course was the same as the Reading Recovery training course. These teachers continue to use their skills with Special Education, Kindergarten, and second grade intervention students.