reading recovery program
Reading Recovery, an early intervention program for first grade children who are at risk for learning to read and write is part of the Fannie Preston Literacy Learning Center. Saint Mary's College School of Education is the Northern California Regional Training Center for this professional development program. Teachers may enroll in 2 different programs:
Reading Recovery Teachers engage in a yearlong curriculum that includes observation and assessment, development of individual lessons and supervised teaching. Teachers work individually each day with 4 students at a school site. Coursework includes a 3-unit course for both the fall and spring semesters and a 2-unit assessment workshop in August preceding the academic year. Prior experience teaching reading is required. Enrollment in the program is determined by an application and interview process.
Reading Recovery Teacher Leaders commit to a yearlong curriculum designed to prepare them to train Reading Recovery Teachers. They work individually with 4 students each day at a school site and fulfill internship responsibilities with practicing Teacher Leaders in their classes. Coursework involves a total of twelve units over the fall and spring semesters and includes a 1 -week assessment workshop in the August, preceding their training year. Prerequisites for entering the program include a Master's Degree and prior experience teaching reading. Enrollment in the program is determined by an application and interview process.
For further information contact:
Dr. Barbara Schubert
Saint Mary's College
P.O. Box 4350
Moraga, California 94575-4350
(925) 631-4077
or the program assistant of the Literacy Center:
Sandhya Sawhey
(925) 631-4077
Saint Mary’s School of Education is one of 3 institutions in California selected to be a Regional Training Center for the professional development program in Reading Recovery. This is a proven program that aggressively – and successfully – addresses the special needs of First Graders at risk in learning to read and write. Through early intervention, 1-to-1 individualized instruction, and the linkage of reading and writing, this program has delivered remarkable results that are sustained over time. Nationally, 80 – 89 percent of the children enrolled in the program reach their grade level expectations in reading and writing. Our program is built on a year-long model that includes observation and assessment, development of individual lessons, and supervised teaching. Teachers who participate in the program work individually each day with 4 students at a site for a period of 12- 20 weeks. At that time, students who are reading with the average in their respective classrooms no longer need this intensive service, and space is available for additional students who need this service. This takes up half of the teacher’s day and he/she is able to work with small groups of students during the other half of the school day. To date, over 1 million children have been served in Reading Recovery nationwide.
