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Reading Recovery: An
International perspective
Reading Recovery: An International Perspective
From New Zealand Across the World
Years of research by Professor Marie Clay in New Zealand led to
the intervention known as Reading Recovery. By 1990, Reading
Recovery was also being implemented in Australia, the United States,
Canada, and the United Kingdom.
New
Zealand development of Reading Recovery began in 1976; national
implementation began in 1983.
Australia began implementation in 1984 and operates through state
and territory departments of education as well as catholic education
offices. Learn more about Reading Recovery in
The United States began implementation in 1984 and is
currently in most states and some Department of Defense Dependents
Schools. Bermuda is supported by U. S. trainers.
Canada began implementation in 1988 and is currently in 8
provinces and the Yukon.
The
United Kingdom began implementation in 1990 and is currently
throughout England; UK trainers also support Jersey, Wales,
Scotland, Northern Ireland, the Republic of Ireland and are working
with development in Denmark.
All countries operate within the design standards of Reading
Recovery for their context, and all collect and report outcome data
annually for every child in Reading Recovery. A strong communication
network among Reading Recovery trainers ensures the integrity of
implementation across countries, cultures, and languages.
See UK Literacy
Investment Produces Results.
Reading Recovery in Other Languages
Reading Recovery is also available in the United States for
children whose language of instruction is Spanish (Descubriendo
la Lectura) and in Canada for children whose language of
instruction is French (Intervention Préventive en Lecture-Écriture).
Development in Danish is currently underway in Denmark with the
support of Reading Recovery trainers at the University of London.
Global Leadership
The International Reading Recovery Trainers Organization (IRRTO)
provides an international leadership structure to ensure the ongoing
quality and integrity of Reading Recovery. IRRTO is committed to
improving the efficiency and effectiveness of Reading Recovery and
to supporting change and growth in Reading Recovery through
international collaboration, research, and resource development.
The IRRTO Executive Board, with equal representation from each
country, provides a system for international decision-making.
Standing committees attend to issues related to research and
development, the training of trainers, communication, and design.
An International Reading Recovery Institute is scheduled every
three years in different regions of the world implementing Reading
Recovery. This unique opportunity to share and learn from
international colleagues is open to Reading Recovery professionals
and their administrators.
References
Clay, M. M. (1997). International perspectives on the Reading
Recovery program. In J. Flood, S. B. Heath, & D. Lapp (Eds.).
Handbook of research on teaching literacy through the communicative
and visual arts (pp. 655-667). New York: Simon & Schuster
Macmillan.
Schmitt, M. C., Askew, B. J., Fountas, I. C., Lyons, C. A., &
Pinnell, G. S. (2005). Changing futures: The influence of Reading
Recovery in the United States. Worthington, OH: The Reading
Recovery Council of North America. (See Chapter 2)
Schmitt, M. C. (2005). Changing the educational landscape: A
short history of Reading Recovery in North America. Journal of
Reading Recovery, 4(2), 22-30.
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