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Page Reading Recovery Reading Recovery, which is singled out for a relatively extensive review, has garnered significant attention in the United States. It requires extensive training of teachers, as well as intensive one-on-one instruction with children, rendering it quite costly. The program was designed by Marie Clay for the purpose of intervening with young children in New Zealand identified as having reading problems. For complete descriptions of the instructional program, the reader is referred to Clay and Pinnell et al. The program has a particular framework for providing instruction to the tutees. For the initial 10 days of a child's participation in Reading Recovery, the teacher gathers information about the child's current literacy strategies and knowledge.
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Following this period, referred to as ''roaming the known," each lesson includes a engaging the child in rereadings of previously read books; b independent reading of the book introduced during the previous lesson during which the teacher takes a running record to assess fluency ; c letter identification exercises, if necessary; d writing and reading his or her own sentences, during which the child's attention is called to hearing the sounds in words; e reassembling the child's sentence which is not cut up into individual words; f introduction to a new book; and g supported reading of the new book.
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These activities occur in a minute block of time on a daily basis. Teacher support provided during each of these activities is designed to enhance what are referred to as children's self-extending systems; that is, children are encouraged to use multiple sources of information while reading and writing and to engage in literacy activity using a problem-solving approach, monitoring for the effectiveness with which they are making sense of the text. The short books used by the children have been sequenced on the basis of teacher judgment of difficulty.
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Once the child has achieved the level of functioning that matches within a. Helping Children with Reading Difficulties in Grades 1 to 3. Preventing Reading Difficulties in Young Children. Typically, this translates into 60 minute sessions over a to week period. Typically, teachers conduct Reading Recovery lessons with four children a day and spend the remainder of their day as first-grade teachers. During the course of a school year, about 8 to 11 children per Reading Recovery teacher generally complete the program successfully and another 27 percent of children are dismissed from the program without having successfully reached criterion performance.
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By most professional development standards, the preparation of Reading Recovery teachers is quite extensive. Following 30 hours of training before the beginning of the school year, Reading Recovery teachers participate in weekly sessions in which the central activity is the observation and discussion of two lessons that are conducted by Reading Recovery teachers working behind one-way viewing windows with one of their students. The observations are guided by a teacher-leader, who focuses the group's attention on the activity of both the teacher and the child. There are now a number of publications asking the question, "Does Reading Recovery work? In addition, a number of thoughtful syntheses and reviews have been reported by others, including Center et al.
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In fact, it appears that the data available through these reviews exceed the data available through firsthand published investigations of Reading Recovery; that is, the reviewers have included in their syntheses technical reports and unpublished documents that have not been disseminated by the Reading Recovery organization. Clay's own research regarding Reading Recovery in New Zealand Clay, has been criticized, in particular by Nicholson and Robinson These authors point out that, although Clay provides clear evidence that children improve on measures that she has designed, there is no evaluation for transfer to Page Share Cite Suggested Citation:"8.
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Perhaps more troubling is their finding that the results reported by Reading Recovery are only for children who have successfully been discontinued from the program, excluding about 30 percent of the participants. Because children are not randomly assigned to Reading Recovery or an appropriate control group, the question is raised whether the growth demonstrated in Reading Recovery might not be explained simply in terms of normal development. Finally, maintenance measures comparing the performance of students successfully graduated from Reading Recovery with other low-progress students who did not receive Reading Recovery tutoring indicate that 12 months after the intervention there are very small differences between the reading achievement of Reading Recovery children and the other low-progress children Glynn et al. This finding regarding the failure of the low-progress children to respond to Reading Recovery in the long run was replicated in a reanalysis of Pinnell et al.
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Similar analyses and conclusions have been presented by Hiebert a and Shanahan and Barr In a study of Reading Recovery conducted by Pinnell et al. The study being described here contained high amounts of familiar book reading time for the reading recovery group and for one additional intervention group compared to much less time for the other groups. The group that equaled Reading Recovery method in time spent reading familiar books equaled Reading Recovery in outcome data. However, after three months, post-tests using standardized measures did not reveal any statistical differences among the treat- Page Share Cite Suggested Citation:"8. In their own research investigating Reading Recovery, Center et al. They divided their Reading Recovery instructional groups into children who were totally "recovered" versus those who were unsuccessful and examined the profiles of these children in terms of their pretest measures.
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Center et al. This hypothesis received support from the instructional research of Iverson and Tunmer , who conducted a study including a condition in which they modified Reading Recovery to include explicit code instruction involving phonograms common elements in word families, such as the letter sequence, "at" in "bat, cat, sat". Children who were assigned to the modified condition achieved criterion performance more quickly than children in the standard condition. Despite the controversies regarding the efficacy of Reading Recovery, a number of intervention programs owe their design features to it, and it offers two important lessons. First, the program demonstrates that, in order to approach reading instruction with a deep and principled understanding of the reading process and its implications for instruction, teachers need opportunities for sustained professional development.
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Second, it is nothing short of foolhardy to make enormous investments in remedial instruction and then return children to classroom instruction that will not serve to maintain the gains they made in the remedial program. Page Share Cite Suggested Citation:"8.
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When Richard was a young boy, an accident with a runaway truck mangled his left leg. Richard realized that everyone is born with gifts, but we all run into obstacles. Richard believes that if we recognize our talents and make the most of them, we can succeed in life. As a child, Richard used to dream he was i airplane, flying F 2. When we look into a mirror, for example, we know we are seeing our own image.
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Can animals do the same? Well, when some apes look into a mirror for the first time, they spontaneously examine their teeth. In fact, some researchers put paint on chimps' faces when they were asleep. After waking, the chimps looked into a mirror and tried to get the paint off. Scientists say this shows self-awareness. Second, we've also learned some intriguing things about the ability of animals to communicate, both with each other and with humans. Of course, most animals don't have the ability to vocalize words. However, some animals raised in captivity have learned to communicate with humans through computers or gestures. Actually, some apes learn hundreds of words. While some people claim that this is just rote memorization, and not true communication, studies have shown that they can ask and answer questions they have never heard before and even create new "words.
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Paetz:And number three was she didn't take medicines unless she absolutely had to, until the last few years when she really was getting old in her mind, they made her take some of the medicines that she needed in the nursing home, but she was the kind that would never take an aspirin for a headache. She figured it'd go away, and it couldn't be good for you. Chadwick: She lived alone to the age of , and then moved into some sort of assisted living facility there, I read. Weren't you all a little anxious about having your grandmother living on her own, independently, at an age over ? Paetz: Yes, especially since she was so far away, but she's always been a very strong woman and a very stubborn woman, and she would not even allow the conversation to be held, and in fact, when it came time for her to move, she called us on the phone, and she says, okay, the time has come.
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I've sold my house. Donor:My husband died about three years ago and I had access to more money than I needed for expenses. So it was an opportunity to start giving money away. When her husband was alive they gave money but tended to focus on established charities. Now she acts on her own. Altogether she donates a quarter of her income each year, and she says that amount will increase over time. She says she often gives secretly because she's learned that money can change relationships.
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Her first secret donation was to a massage therapist she knew. Donor: She was a single mother and so this was really important work. And she broke her leg. And anybody who's been a single mother as I have knows what a catastrophe looks like on its way. And that looked awful to me. So what I did was to give her some money anonymously through having a cashier's check from the bank sent to her from another town. Amy Radii: These small, personal gifts often go to helping single mothers.
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Their experience echoes her own years ago. Donor: I know what that feels like to feel desperate and need to care for a child. I was poor as a single mother for a period, looking for a job and had a one-yearold. I do recall one night where I had to decide whether to buy tuna fish or diapers. And it was down to that before I got my next paycheck. Of course we got the diapers. Usually it's the students who do the complaining, but there is growing concern among parents about the effect of homework on their children.
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Exactly what is your stand on this issue? Anopolis: Certainly we feel that immigrant children need to learn English, but we also feel that putting them directly into mainstream classes is not the ideal way for them to succeed in school. What we've seen is that students who have been uprooted from their culture need time to assimilate. In a multilingual classroom, students whose native language isn't English learn together in cooperative settings where they support each other. Moderator: Mr. Green, could you tell us how Only English feels about this issue? Green: Pretty much the opposite of what Ms. Anopolis just described. First, cooperative learning is just a way for the teacher to be lazy. And taking the students out of the mainstream classes is a big mistake. When children are set apart from the other kids in their peer group we feel that A they won't learn English very quickly and B they will feel intimidated by their peers.
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Kids, especially teenagers, want to belong to the mainstream. Anopolis: Well, uh for newly arrived immigrants who aren't familiar with either the culture or the language, it's too much for them to be thrown in with the American kids. They're actually relieved to be around kids in the same situation that they're in. Moderator: So how does the teacher talk to students from so many different countries?
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Anopolis: It's not easy. The students all support each other. And sometimes one student will interpret for a new student. Green: Hang on a minute, are you saying that they're allowed to speak in their native tongues? Anopolis: It's sometimes the best way for them to learn. And although we know that learning English is the only way they'll get ahead, we also think it's important that they don't forget their language. Green: Well you know that's one of our beliefs also. We've fallen behind because we rely on everyone else to speak English. It puts us in a weaker position internationally.
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Moderator: Well we'll have to end on that note. Question 6 Ms. Moderator: Hang on a minute; are you saying that they're allowed to speak in their native tongues? In a town where immigrant communities flourish, many dialects and languages mix with standard English. In fact, there's an international high school that encourages immigrant students to use and develop their native tongues while learning English. It's a new approach, and as Richard Schiffinan reports, it seems to work.
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Richard Schiffman: The philosophy of this school is that you learn by doing, and not by hearing the teacher lecture. In this math class, for example, six teams of young people are gathered around lab tables, building their own miniature temple out of cardboard. But to find out what really sets this school apart, you need to get up close. The four teenage boys at this table are planning their temple in Polish. At the other tables, they're speaking Spanish, English, and Mandarin Chinese. This is not just a bilingual classroom; it's a multilingual one, and the pupils here are all recent immigrants to the United States. Their teacher, Jennifer Shenke, walks around the room, quietly helping out.
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Jennifer Shenke: They love building things. This has been really successful, and they've learned a lot of math that they didn't have before, umm, just doing scale and proportion. And, and I feel pretty good about that because they, they didn't know that they were learning it until they had learned it. Richard Schiffman: Shenke is happy that her pupils are learning math and enjoying themselves in the process, and she's especially pleased that they're teaching one another.
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She knows that many in her classroom wouldn't be able to follow her if she lectured. So she depends on the pupils who know more English and more math to help teach those who know less. That's what's happening now at the lab tables. They're helping each other out in their own languages Priscilla Billarrel I think what we share the most is a feeling of not fitting in. Richard Schiffman: Priscilla Billarrel left Chile when she was 14 years old. She says that although they come from all over the world, the students at the International High School understand each other very well.
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Priscilla Billarrel: Since we all are immigrants in here, we all know whatf's] to be different feels like, so we support one another. Whenever we have problems with pronunciation[s], or we're missing words or something, whatever we're saying, we correct one another kindly. We don't make fun of each other. That's what I really like about this school Richard Schiffman New York City can be an intimidating place, even for those who have spent their whole lives here. But for young people who have just been uprooted from tightknit, extended families and traditional communities abroad, the city can seem positively unfriendly.
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Teacher Aaron Listhaus says that young immigrants don't just need a place to learn English and other subjects. They need, above all else, a place that feels completely safe and welcoming. Possible answer: Car alarms bother people.
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Thursday, April 15, 2021
The Developing Child Student Workbook Answers Chapter 8
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