Effective Implementation of Reading Recovery

Implementation Factors Affecting Reading Recovery Success

Smart administrators protect their investment by assuring a high quality implementation of Reading Recovery. Consideration must be given to the processes involved in "opening up" the existing system to accommodate and support this innovation.

• Shared ownership - All stakeholders (administrators, teacher leaders, principals and teachers) must share understandings and responsibility for the success of the program within the school or district.
• Level of coverage - It is necessary for schools to attain full implementation of Reading Recovery in order to achieve cost-effective outcomes. A school or system has reached full implementation or full coverage when enough trained teachers are available to serve all children defined as needing the service in the school or in the system
• Informed and supportive administration - The system-level administrators and the school-level administrators must be knowledgeable and collaborative in working with all stakeholders on behalf of the children needing the intervention service.
• Continuous attention to quality in training and teaching - Reading Recovery is an investment in the professional skills of teachers. Selection of the highest quality teacher leaders and teachers is essential for a successful program. Administrators are cautioned to refrain from stretching the roles of Reading Recovery teacher leaders and teachers beyond their training expertise and beyond their ability to continue to perform their primary role successfully. When this happens, program results may suffer.
• Sustained focus on the goal of Reading Recovery and its attainment - All stakeholders must retain the focus of Reading Recovery -- to reduce dramatically the number of children unable to work within expected grade level.
• Examination of data - Reading Recovery teacher leaders and administrators at every site systematically collect and report data on every child to a central national evaluation center. Each school and each system involved in Reading Recovery will benefit from a careful examination of student outcomes.
• The need for a comprehensive school literacy plan - Since Reading Recovery is one component of a comprehensive plan for teaching all children to read and write, schools will want to pair the intervention with good literacy teaching in the classroom.

Adapted from Askew, B. J. et al. (1998). Reading Recovery Review: Understandings, Outcomes, and Implications. Columbus, OH: Reading Recovery Council of North America.

Role of the Site Coordinator

Successful implementation of Reading Recovery requires support from a knowledgeable administrator. This administrator is the "site coordinator." Marie Clay describes the site coordinator as "an advocate for whatever cannot be compromised in the interests of effective results."

The site coordinator supports the teacher leader and program effectiveness by:

• assisting with teacher recruitment and selection
• budgeting, funding, and ordering materials
• scheduling and assigning adequate space
• communicating with parents and the general public, and
• promoting cooperation and understanding among all professional staff