News and Insights
Reading Recovery® student looks back on his experience working with Denise Rowe
Reading Recovery® helps students discover strategies that lift literacy
In the spring of 2022, first grader Blayne Shepard entered Reading Recovery® at Hillview Elementary School in Newark, Ohio struggling to read and write. Following 20 weeks of instruction with Newark City Schools District Literacy Coordinator Denise Rowe, Blayne was reading at and above all literacy measures and moved onto the second grade able to identify and apply different strategies to help him continue achieving goals along his reading and writing journey.
Recently, Blayne visited Rowe to share his excitement about how the new school year was going for him.During the conversation, Blayne recalled his feelings about reading and writing before his work with Rowe. “Before Mrs. Rowe, I felt really frustrated,” said Blayne. “She helped me not get so frustrated and understand why I was feeling that way.”
According to Rowe, although Blayne had some areas where he scored level three and four stanines he was not attending to print at all, when reading, and was not able to read the level one text at either an instructional or independent level.
“He had some parts but was not sure what to do with all those parts when it came to reading and writing continuous texts,” said Rowe. After taking part in 65 lessons with Rowe, Blayne made the gains necessary to transition back into the classroom full-time.
“When Blayne completed his lessons, his stanines were at five or above on all Observational Survey Tasks, but most importantly, he developed a self-extending system. He began taking on challenges and continued to succeed in the classroom with no additional support.”
Blayne also began making better connections between reading and writing. “I learned about space between words and how I have to work on it because it helps the reader figure it out and read in order,” said Blayne.
But what was most clear in Blayne’s description of his experience with Rowe and Reading Recovery were the new feelings of confidence and the pride he felt in being more independent. When asked how he felt now, as opposed to when he started, about reading and writing, Blayne, paused with pride, smiled widely, and said, “I feel great.”
Blayne, now a second grader at Hillview, participates in classroom guided reading lessons and revels in his ability to be an independent problem solver who enjoys learning from his own efforts. “I really help myself more with my reading, my teacher doesn’t really have to help me a lot and I like it more,” said Blayne.
Blayne’s grandparents, Cindy and Bud McManaway appreciated Blayne’s progress. “Blayne is reading much better. He looks forward to reading his books now, and takes his time pronouncing words, said Cindy McManaway. “Blayne has made profound progress in his reading and his ability to sound out words he doesn’t know – Reading Recovery is a substantial program that produces measurable results,” added Bud McManaway.
Professional development is an essential part of Reading Recovery, utilizing a three-tiered approach that includes teachers, teacher leaders, and university trainers. Professional development for all Reading Recovery professionals begins with an academic year of graduate-level study and continues in subsequent years. With the support of the teacher leader, Reading Recovery teachers develop observational skills and a repertoire of intervention procedures tailored to meet the individual needs of at-risk students.
We are always interested in working with districts, schools and literacy teams interested in implementing Reading Recovery. Contact Jamie Lipp at lipp.15@osu.edu to discuss ways to meet specific needs of your teachers, administrators, and schools.