Evelyn A. O'Connor

Helping Beginning and Struggling Readers to Develop Self-Regulated Strategies: A Reading Recovery Example

In this article, the authors explain how one of them helped a struggling reader develop reading, writing, and self-regulatory strategies. The article is based on two foundations: Marie Clays, the developer of Reading Recovery, ideas on the self-extending system of reading and Schunk and Zimmermans four developmental levels of self-regulation (i.e., observation, emulation, self-control, self-regulation). The authors use examples of four strategic activities used within Reading Recovery sessions. Then, they give advice to teachers and other literacy specialists on how to guide their developing and struggling readers in moving through these four levels of self-regulation.

Using Information from an Early Intervention Program to Enhance Literacy Goals on the Individualized Education Program (IEP)

The Individuals with Disabilities Education Act requires that an Individualized Education Program (IEP) be developed for each child that receives special education services. To develop the most effective IEP, information is gathered from everyone who has worked with the child. In many schools the child receives early intervention services prior to referral to special education. One early intervention program that is utilized for first grade children falling behind in reading and writing is Reading Recovery®. The detailed information gathered as part of this program provides invaluable information that may facilitate development of appropriate literacy goals. This article discusses the information that is collected in the Reading Recovery program and provides an example of how this information can be utilized to support the development of IEP literacy goals.

Response to Intervention: Following Three Reading Recovery Children on Their Individual Paths to Becoming Literate.

Research Findings: In the United States a shift has occurred in how children are identified for long-term special education services. Since 2004, U.S. funding for special education services has included a provision for early intervention services, focusing on the importance of providing supplemental instructional opportunities to students who are not successful in learning from the core classroom instruction. Commonly referred to as response to intervention, this model involves educators monitoring how well students respond to intervention instruction, with referral for special education services for those who make little progress. Practice or Policy: In this article, we propose that intervention instruction should be responsive to the learner as well as focus on how well the learner responds to the intervention. Given that contextual circumstances, including instructional experiences, impact the childs literacy achievement, providing intervention instruction that is contingent upon each childs literacy strengths and needs is the best way to ensure each childs successful response to intervention instruction. As an example of an intervention using responsive instruction, this article describes different instructional approaches provided by Reading Recovery teachers with 3 children who were initially the lowest readers and writers in their classes. All 3 children were able to progress to on-grade-level reading and writing proficiency as a result of the intervention.

Showing, Sharing, and Transforming: how attendance at a Highlighting Literacy conference influenced students, student teachers and beginning teachers

Abstract David Booth, a renowned storyteller and educator, conducted a one–day Saturday conference that focused on reading comprehension. The day consisted of three one–hour sessions that discussed and demonstrated effective comprehension classroom techniques with elementary school students. This conference was conducted at a public college in New York City. Conference participants included approximately 240 undergraduate students, graduate students/practicing teachers, faculty members, parents, and 11 elementary students who took part in session two. In this article the authors share the reflections of participants on the content of the conference and how this professional development experience had a transformative influence on their beliefs and teaching practice.