2013-2014 Executive Summary, Reading Recovery Program of Iowa

Reading Recovery is a research-­‐based early literacy intervention implemented in schools to provide intensive individual literacy instruction to the lowest achieving first grade students in the core classroom. The goal of the intervention is to accelerate students’ progress to grade-­‐level proficiency in 12 to 20 weeks. Reading Recovery fits response to intervention (RTI) plans by significantly reducing the number of students who need special education services and contributing to the identification of a small number of children who may need specialized long-­‐term assistance. The University of Northern Iowa is an official University Training Center of the Reading Recovery North American Trainers Group. Dr. Salli Forbes is the Director/Trainer for the Reading Recovery Program of Iowa and supports the following sites, which collected data during the 2013-­‐2014 academic year: -- Area Education Agency 267-- Council Bluffs Community School District-- Des Moines Public School District-- Heartland Area Education Agency-- Iowa City Community School District/Grant Wood Area Education Agency-- Keystone Area Education Agency-- Mississippi Bend Area Education Agency-- Northwest Iowa Area Education Agency-- Prairie Lakes Area Education Agency-- Southeast Iowa Reading Recovery Site-- Waterloo Community School District The Burlington Community School District will be established as a new site in 2014-­‐2015. Annual results for the state of Iowa are provided by the National Data Evaluation Center, The Ohio State University (2014)

2007-2008 Executive Summary, Reading Recovery Center of Iowa

Reading Recovery is a research-based early literacy intervention implemented in schools to provide intensive individual literacy instruction to first grade students having the greatest difficulty learning to read and write. The goal of the intervention is to accelerate students’ progress to on-grade level competency in 12 to 20 weeks. Reading Recovery also serves as a response to intervention (RtI) program for a small number of children who may need specialized longer-term assistance. The University of Northern Iowa is an official University Training Center of the Reading Recovery North American Trainers Group. Salli Forbes, Ph.D. is the director/trainer of the Reading Recovery Center of Iowa at the University of Northern Iowa. The Reading Recovery Center of Iowa at the University of Northern Iowa supports the following sites: -- Area Education Agency 267-- Council Bluffs Community School District-- Des Moines Public School District-- Heartland Area Education Agency-- Iowa City Community School District/Grant Wood Area Education Agency-- Keystone Area Education Association-- Mississippi Bend Area Education Agency-- Northwest Iowa Area Education Agency-- Prairie Lakes Area Education Agency-- Southern Iowa Reading Recovery Consortium-- Waterloo Community School DistrictAnnual results for the state of Iowa are provided by the National Data Evaluation Center, The Ohio State University (2008)

2009-2010 Executive Summary, Reading Recovery Center of Iowa

Reading Recovery is a research-based early literacy intervention implemented in schools to provide intensive individual literacy instruction to first grade students having the greatest difficulty learning to read and write. The goal of the intervention is to accelerate students’ progress to on-grade level competency in 12 to 20 weeks. Reading Recovery also serves as a response to intervention (RTI) program for a small number of children who may need specialized longer-term assistance. The University of Northern Iowa is an official University Training Center of the Reading Recovery North American Trainers Group. Dr. Salli Forbes is the Director/Trainer of the Reading Recovery Center of Iowa at the University of Northern Iowa. The Reading Recovery Center of Iowa at the University of Northern Iowa supports the following sites: -- Area Education Agency 267-- Council Bluffs Community School District-- Des Moines Public School District-- Heartland Area Education Agency-- Iowa City Community School District/Grant Wood -- -- Area Education Agency-- Keystone Area Education Association-- Mississippi Bend Area Education Agency-- Northwest Iowa Area Education Agency-- Prairie Lakes Area Education Agency-- Southern Iowa Reading Recovery Consortium-- Waterloo Community School District Annual results for the state of Iowa are provided by the National Data Evaluation Center, The Ohio State University (2010)

2010-2011 Executive Summary, Reading Recovery Center of Iowa

Reading Recovery is a research-­‐based early literacy intervention implemented in schools to provide intensive individual literacy instruction to first grade students having the greatest difficulty learning to read and write. The goal of the intervention is to accelerate students’ progress to on-­‐grade level competency in 12 to 20 weeks. Reading Recovery also serves as a response to intervention (RTI) program for a small number of children who may need specialized longer-­‐term assistance. The University of Northern Iowa is an official University Training Center of the Reading Recovery North American Trainers Group. Dr. Salli Forbes is the Director/Trainer of the Reading Recovery Center of Iowa at the University of Northern Iowa. The Reading Recovery Center of Iowa at the University of Northern Iowa supports the following sites: -- Area Education Agency 267-- Council Bluffs Community School District-- Des Moines Public School District-- Heartland Area Education Agency-- Iowa City Community School District/Grant Wood Area Education Agency-- Keystone Area Education Association-- Mississippi Bend Area Education Agency-- Northwest Iowa Area Education Agency -- Southeast Iowa Reading Recovery Site-- Waterloo Community School District Annual results for the state of Iowa are provided by the National Data Evaluation Center, The Ohio State University (2012)

2007-2008 Executive Summary, Reading Recovery Center of Iowa

Reading Recovery is a research-based early literacy intervention implemented in schools to provide intensive individual literacy instruction to first grade students having the greatest difficulty learning to read and write. The goal of the intervention is to accelerate students’ progress to on-grade level competency in 12 to 20 weeks. Reading Recovery also serves as a response to intervention (RtI) program for a small number of children who may need specialized longer-term assistance. The University of Northern Iowa is an official University Training Center of the Reading Recovery North American Trainers Group. Salli Forbes, Ph.D. is the director/trainer of the Reading Recovery Center of Iowa at the University of Northern Iowa. The Reading Recovery Center of Iowa at the University of Northern Iowa supports the following sites: -- Area Education Agency 267-- Council Bluffs Community School District-- Des Moines Public School District-- Heartland Area Education Agency-- Iowa City Community School District/Grant Wood Area Education Agency-- Keystone Area Education Association-- Mississippi Bend Area Education Agency-- Northwest Iowa Area Education Agency-- Prairie Lakes Area Education Agency-- Southern Iowa Reading Recovery Consortium-- Waterloo Community School DistrictAnnual results for the state of Iowa are provided by the National Data Evaluation Center, The Ohio State University (2008)

2011-2012 Executive Summary, Reading Recovery Center of Iowa

Reading Recovery is a research-­‐based early literacy intervention implemented in schools to provide intensive individual literacy instruction to first grade students having the greatest difficulty learning to read and write. The goal of the intervention is to accelerate students’ progress to on-­‐grade level competency in 12 to 20 weeks. Reading Recovery also serves as a response to intervention (RTI) program for a small number of children who may need specialized longer-­‐term assistance. The University of Northern Iowa is an official University Training Center of the Reading Recovery North American Trainers Group. Dr. Salli Forbes is the Director/Trainer of the Reading Recovery Center of Iowa at the University of Northern Iowa. The Reading Recovery Center of Iowa at the University of Northern Iowa supports the following sites: -- Area Education Agency 267-- Council Bluffs Community School District-- Des Moines Public School District-- Heartland Area Education Agency-- Iowa City Community School District/Grant Wood Area Education Agency-- Keystone Area Education Association-- Mississippi Bend Area Education Agency-- Northwest Iowa Area Education Agency-- Southeast Iowa Reading Recovery Site-- Waterloo Community School District Annual results for the state of Iowa are provided by the National Data Evaluation Center, The Ohio State University (2012)

2012-2013 Executive Summary, Reading Recovery Center of Iowa

Reading Recovery is a research-­‐based early literacy intervention implemented in schools to provide intensive individual literacy instruction to the lowest achieving first grade students in the core classroom. The goal of the intervention is to accelerate students’ progress to grade-­‐level proficiency in 12 to 20 weeks. Reading Recovery fits response to intervention (RTI) plans by significantly reducing the number of students who need special education services and contributing to the identification of a small number of children who may need specialized long-­‐term assistance. The University of Northern Iowa is an official University Training Center of the Reading Recovery North American Trainers Group. Dr. Salli Forbes is the Director/Trainer for the Reading Recovery Center of Iowa and supports the following sites, which collected data during the 2012-­‐2013 academic year: -- Area Education Agency 267-- Council Bluffs Community School District-- Des Moines Public School District-- Heartland Area Education Agency-- Iowa City Community School District/Grant Wood Area Education Agency-- Keystone Area Education Association-- Mississippi Bend Area Education Agency-- Northwest Iowa Area Education Agency-- Southeast Iowa Reading Recovery Site-- Waterloo Community School District Prairie Lakes Area Education Agency is a new site, which is beginning in 2013-­‐2014. Annual results for the state of Iowa are provided by the National Data Evaluation Center, The Ohio State University (2013)

Study of the Sustained Effects of Reading Recovery in Iowa

Each year 20% or more of students entering first-grade will have severe difficulty learning to read (Clay, 1993; Shaywitz, 2003). Longitudinal research suggests that children who are the lowest achievers in first grade will continue to be the lowest achievers throughout the elementary grades (Juel, 1988). Early intervention with high-quality one-to-one instruction is critical to change the course of learning failure for the lowest-performing children (Clay, 1993; Vellutino et al., 1996). In the United States, a larger percentage of the lowest-achieving children in first grade accelerate their learning and reach grade-level performance in reading and writing with Reading Recovery intervention

Phrasing in Fluent Reading: Process and Product

Recent national studies (National Reading Panel, 2000; Partnership for Reading, 2001; Snow, 1998) include fluency as one of the critical components of reading development. Although these sources agree that fluency is important, their definitions describe fluency as a product of reading. They do not address the contribution of fluency to developing reading proficiency. It is only when we look at reading as a complex process that we begin to understand the role that phrased and fluent reading plays in building an effective system (Briggs & Forbes, 2001)

Fostering Teacher Learning Through Dialogue in Training Sessions

In Reading Recovery, teachers learn through their experiences observing and teaching students and through dialogue with other teachers in their training class in a community of practice (Schwartz, 1998). Teachers, teacher leaders, and trainers have all engaged in this training model and often praise the importance of the training (Jones, 1991; Lyons, Pinnell, & DeFord, 1993). External observers have also acknowledged the excellent professional development that Reading Recovery provides