We work together as Trainers at the same UTC and both became a bit bionic last year with a new hip (Deb) and new knee (Adria).  As we prepared for surgery, recovery, and follow up, it occurred to us that our ongoing support was similar to what we provide to children throughout the Reading Recovery® program in many ways.

Here are a few of our realizations:

1. The better prepared for surgery, the better the outcome.
2. The more coordinated the surgical care team is, the better the results.
3. The need for physical therapy after surgery is important.
4. The ongoing exercise is part of the process.

This metaphor plays out in many ways. We are going to take time to expand each one and share some examples with our own teaching experiences. In this post, we discuss the first two realizations.

The better prepared for surgery, the better the outcome

First, we thought about how we prepared for surgery and how we prepare for students beginning their series of Reading Recovery lessons. We knew it was important to carefully consider each step of the process.

In preparing for surgery, the two of us gathered information about our individual situations, learned about the procedures, and the anticipated results. Just as our surgeons examined us and dictated precise notes on our surgical procedures, teachers prepare for new Reading Recovery students by observing the children in the classroom and administering and analyzing the Observation Survey (Clay, 2019) and other appropriate assessments (Clay, Gill, Glynn McNaughton & Salmon, 2015; Clay, 2015). Before beginning lessons, teachers write Predictions of Progress to plan initial instruction and record detailed information that reflect each specific student’s behaviors and teaching points. These records inform teachers as they prepare for responsive instruction based on in-the-moment observations. Like the tools for surgery were prepared in advanced, teachers need to be prepared with handy tools and well-organized learning spaces.

The more coordinated the surgical care team is, the better the results

Next, we considered the care team who worked with us throughout the procedure. We had informational sessions, tours, and opportunities to ask questions in preparation for our surgeries. Similarly, many people are involved organizing for the success of Reading Recovery students. There is frequent and ongoing collaboration and communication with classroom teachers to discuss students’ strengths and needs. Other specialists, such as speech and language therapists, occupational therapists, or school counselors are invited to consult as needed. Input from the support team helps teachers regularly update Predictions of Progress and adjust teaching decisions based on new information and observations.

In the second blog, we will discuss our post-surgical experience and the critical follow-up needed for Reading Recovery students to transition to classroom instruction without additional support while continuing to accelerate their learning, which is the goal of this short-term intensive intervention.

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Adria Klein, Ph.D., is the Reading Recovery Trainer and Director of the Comprehensive Literacy Center at Saint Mary’s College of California. Dr. Klein is the co-author of many professional books and articles including Research in Reading Recovery, as well as many children’s books. Her latest books are Meaningful Reading Assessment, and Small-Group Reading Instruction 2nd edition, both with Peter Afflerbach. She has written about literacy and mathematics for over two decades.

Debra Rich is a Reading Recovery Trainer, Comprehensive Literacy Model Trainer, Comprehensive Intervention Model Trainer, and Assistant Director of the Comprehensive Literacy Center at Saint Mary’s College of California. She currently serves as the President-Elect of the Reading Recovery Council of North America, is a member of the Reading Recovery Executive Council, and leadership committee for LitCon. Her research interests include educational reform, classroom discourse, vocabulary development (including academic language), and the integration of literacy and mathematics. Deb is committed to equity and inclusion, and actively advocates for access to literacy as a fundamental right for all children.

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References:

Clay, M.  (2019). An observation survey of early literacy achievement, 4^th ed. Portsmouth, NH: Heinemann.

Clay, M., Gill, M., Glynn, T., McNaughton, T., & Salmon, K. (2015). Record of oral language: Observing changes in the acquisition of language structures. Portsmouth, NH: Heinemann.

Clay, M. (2015). Biks and gutches: Learning to inflect English. Portsmouth, NH: Heinemann.