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At Hoover we provide Reading Recovery and Descubriendo la Lectura (DLL).
- 10-15% of first grade students
- individualized instruction in English or Spanish
- daily 30 minute lessons
- maximum 20 weeks
- Students selected based on screening using a combination of
- teacher referral
- district and Reading Recovery assessments
Reading Recovery is by definition an individually designed and individually delivered reading intervention for struggling first grade readers developed by Marie Clay (2016). Instruction consists of daily 30 minute individualized lessons with a Reading Recovery-trained teacher, with the goal of developing a literacy processing system that allows the child to continue literacy learning after intervention at or above the level of his/her peers. Intensive individualized instruction lasts a maximum of 20 weeks, after which time the student is successfully discontinued or referred for further intervention or testing.
Reading Recovery is one of the most highly researched and evidence-based literacy interventions (Kelly, Gómez-Bellengé, Chen, & Schulz, 2008; May, Gray, Gillespie, Sirinides, Sam, Goldsworthy, Armijo, & Tognatta, 2013; United States Department of Education, WWC, 2013; Schwartz, 2005).
Descubriendo la Lectura (DLL) is the Spanish adaptation of Reading Recovery (Borman, Borman, Houghton, Park, Zhu, Martin, & Wilkinson-Flicker, 2019); Escamilla, 1994). DLL is also an individually designed and individually delivered reading intervention for struggling first grade readers.
ReferencesBorman, T. H., Borman, G. D., Houghton, S., Park, S. J., Zhu, B., Martin, A., & Wilkinson-Flicker, S. (2019). Addressing Literacy Needs of Struggling Spanish-Speaking First Graders: First-Year Results From a National Randomized Controlled Trial of Descubriendo la Lectura. AERA Open, 5(3), 2332858419870488.Clay, M.M. (2016). Literacy lessons designed for individuals, 2nd Edition. Portsmouth, NH: Heinemann.Escamilla, K. (1994). Descubriendo la lectura: An early intervention literacy program in Spanish. Literacy, Teaching, and Learning, 1(1), 57-70.Kelly, P.R., Gómez-Bellengé, F.X., Chen, J., & Schulz, M.M. (2008). Learner outcomes for English language learner low readers in an early intervention. TESOL Quarterly, 42(2), 235-260. doi: 10.2307/40264449May, H., Gray, A., Gillespie, J., Sirinides, P., Sam, C., Goldsworthy, H., Armijo, M., & Tognatta, N. (2013). Evaluation of the i3 scale-up of Reading Recovery year one report, 2011–12. Philadelphia, PA: Consortium for Policy Research in Education.United States Department of Education, Institute of Education Sciences (2013). Reading Recovery, What Works Clearinghouse (WWC) Intervention Report. Retrieved from the RRCNA website, 7/13/14: http://ies.ed.gov/ncee/wwc/InterventionReport.aspx?sid=4Schwartz, R.M. (2005). Literacy learning of at-risk first-grade students in the reading recovery early intervention. Journal of Educational Psychology, 97(2), 256-267. doi:10.1037/0022-0663.97.2.257
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