Building on theoretical principles gleaned from Reading Recovery to inform classroom practice

Cox, Beverly E.; Hopkins, Carol J.

doi:10.1598/rrq.41.2.5

Cited by 12 publications

(10 citation statements)

References 20 publications

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“…Whereas the use of Reading Recovery has declined in schools (Cox & Hopkins, ), the reflective behind‐the‐glass routine remains a fruitful structure for PSTs and inservice teachers to inspect and flexibly alter their teaching practice. Behind‐the‐glass teaching has been translated to teacher education in literacy clinic settings with school–university partnerships (Dozier, Johnston, & Rogers, ), and the transfer of learning to classrooms has been documented as successful in several studies (Carr, ; Deeney et al., ; Dozier & Rutten, ).…”

Section: Teaching Behind the Glassmentioning

confidence: 99%

Coaching in Practice‐Based Literacy Education Courses

Husbye¹,

Powell²,

Zanden³

et al. 2018

The Reading Teacher

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As teacher education programs shift to more practice‐based methods in the preparation of literacy teachers, the ways in which teacher educators support the learning of their preservice teachers (PSTs) becomes paramount. In an effort to support PSTs in developing competency in instructional literacy routines, coaching has been found to support PSTs’ understandings of how to teach for student learning. In this article, three approaches to coaching are explored: rehearsals, a modified behind‐the‐glass approach, and structured video reflection. Drawing from rich examples of practice, attention is paid to the ways each method of coaching supports novice teachers in developing competency and the contexts in which each is used.

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Section: Teaching Behind the Glassmentioning

confidence: 99%

Coaching in Practice‐Based Literacy Education Courses

Husbye¹,

Powell²,

Zanden³

et al. 2018

The Reading Teacher

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“…Reynolds and Wheldall (2007) reviewed research on reading recovery and concluded that the system of reading assessment provided 'an excellent model in demonstrating how to plan, promote, and implement intervention across an educational system' (p. 218). Cox and Hopkins (2006) argue strongly that use of reading recovery becomes an important focus for teacher educators in order to provide new graduates with essential skills required because children have different preschool, life and social experiences, noting that no literacy program or set of instructional THE AUSTRALIAN JOURNAL OF INDIGENOUS EDUCATION procedures will meet the needs of every child. Reading recovery is a means that teachers can use to identify student needs on key areas of literacy development.…”

Section: Improving Literacy Outcomesmentioning

confidence: 99%

“…Reading recovery is also noted as a systematic and comprehensive program of professional development. Cox and Hopkins (2006) present five measures of reading achievement that the program of reading recovery targets. The fifth of these measures involves text reading, which is accompanied by running records used to determine the level at which the student can read with 90% or greater accuracy.…”

Section: Improving Literacy Outcomesmentioning

confidence: 99%

“…‘Reading recovery’ can play a part in improving literacy outcomes for students as it can prevent a cycle of reading failure (Cox & Hopkins, 2006). It was developed in New Zealand 30 years ago by Clay (1993) and allows for individual students to receive a half-hour lesson each school day for 12 to 20 weeks until they can meet grade-level expectations.…”

Section: Improving Literacy Outcomesmentioning

confidence: 99%

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Improving Reading in Culturally Situated Contexts

Bennet

Lancaster

2012

AJIE

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This article explores second year pre-service teachers’ ability to work with Indigenous students and their families during a small-scale project conducted in an Indigenous community. Supported field placements offered the pre-service teachers valuable opportunities to engage with the teaching of reading to Indigenous students ‘on their turf’. Given the high likelihood that pre-service teachers will be employed in schools with Indigenous populations, it is important that they develop an understanding of the reading process, the factors that impact on learning how to read, as well as cross-cultural aspects that affect the learning process. Pre-service teachers need to develop understanding of the factors that impact on the literacy development of students and how to engage them in culturally responsive pedagogical practices that focus on the positive aspects of the learner. Following the field placement, analysis of the data demonstrated that pre-service teachers were able to engage with the reading process through the use of running records, and develop field knowledge through understanding the impact of relationships on the learning environment. This information can be used by others to support field placements in Indigenous communities.

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“…Further, for the teaching of reading to be effective, the teacher's knowledge of the teaching process has to be applied in the teaching of reading. Cox & Hopkins (2006), after reviewing Reading Recovering, an internationally recognized program for lowachieving first grade pupils in reading, conclude that the key to reading lies in the hands of professional development. They, therefore, advise that undergraduate teachers should be given extensive experience during training to observe emergent and developing readers and writers in real primary classrooms.…”

Section: Professional Development Of Teachersmentioning

confidence: 99%

The teaching of reading in Botswana Government Primary Shcools

Biakolo

2007

Marang: Journal of Language and Literature

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This study investigated how reading is taught in Botswana Government schools. The findings indicate that inadequate reading instruction by teachers, their inability to model and provide students with research-based proven strategies, lack of reading specialists/coaches in the primary schools, the use of only basal series as the primary texts for reading, were responsible for the presence of many struggling readers and non-readers in the Botswana Government Primary Schools. The study is important in that it will reacquaint teachers with some aspects of the reading process, adequate reading instruction and ability to model reading strategies in their classes. In this regard the Ministry of Education may have to employ reading couches in the primary schools. The paper also recommends, among other things, raising the status of reading by making it a school subject in its right so that it can be examined just like any other school subject.

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Building on theoretical principles gleaned from Reading Recovery to inform classroom practice

Cited by 12 publications

References 20 publications

Coaching in Practice‐Based Literacy Education Courses

Coaching in Practice‐Based Literacy Education Courses

Improving Reading in Culturally Situated Contexts

The teaching of reading in Botswana Government Primary Shcools

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