The Truth About Reading Recovery
Response to Cook, Rodes, and Lipsitz (2017)
As the professional association representing Reading Recovery professionals in the U.S. and Canada, RRCNA has written this resource in response to “The Reading Wars and Reading Recovery: What Educators, Families, and Taxpayers Should Know” published in Learning Disabilities: A Multidisciplinary Journal, Volume 22, Issue 2, August 2017.
This article is an affront to researchers, scholars, educators, and others who know the facts, and a disservice to parents of children with reading difficulties. The authors make multiple misleading, misguided, and blatantly false claims about Reading Recovery. This resource examines several of the most damaging:
- Misrepresentations of decision-making evidence
- Attempt to reject The Observation Survey
- Misleading conclusions about sustained gains and the i3 report
- Confusions about the selection of students for Reading Recovery
- Failure to recognize distinctions of Reading Recovery, Literacy Lessons, the Literacy Lessons Designed for Individuals text
- Erroneous challenges to the focus of instruction
Dyslexia: An International Literacy Association Research Advisory
Highlights of this comprehensive 2016 synthesis of the current understandings of dyslexia, written by the ILA Literacy Research Panel:
- Assessment that gives us data on how to support instruction that is in response to individuals’ needs and comprehensive in scope is more useful in meeting students’ needs than a one-size-fits-all process to determine dyslexia.
- Research does not support the common belief that Orton-Gillingham-based approaches are necessary for students classified as dyslexic.
- Optimal instruction calls for teachers’ professional expertise and responsiveness, and for the freedom to act on the basis of that professionalism.
Reading Recovery and Specific Learning Disabilities
Provides information for Reading Recovery professionals to begin collaborative conversations with classroom teachers, special educators, other school leaders, and parents in support of struggling readers.
Journal of Education for Students Placed at Risk
Volume 21, Issue 1, January 2016
Special Issue: Advances in Research on Reading Recovery
“The articles in this special issue tell the story of the extraordinary journey RR has undertaken over its 30-year history. Most importantly, they explain how RR managed to establish itself, build a strong research base, grow to serve large numbers of struggling readers, respond to major threats and policy shifts, and end up with a bright future. … As the articles in this issue attest, RR presents a unique challenge to American education. It has shown again and again that it works and that it can continue to work at any scale. …” — Robert Slavin