Partners in Learning

by Lyons, Carol A.; Pinnell, Gay Su; Deford, Diane E.; Clay, Marie M.

• ISBN13: 9780807732977
• ISBN10: 0807732974
• Format: Paperback
• Copyright: 1993-10-01
• Publisher: Teachers College Pr

Summary

Reading Recovery, a focused one-on-one program for children who have difficulty learning to read, has shown an astounding level of effectiveness for a relatively new educational intervention. In Partners in Learning: Teachers and Children in Reading Recovery authors Carol A. Lyons, Gay Su Pinnell, and Diane E. DeFord, look thoroughly at this effective new program--the results of which have shown a greater than 90% success rate at raising "at-risk" learners to an average level of literacy in approximately 16 to 20 weeks of individualized instruction.

Author Biography

Carol A. ^Lyons is an Associate Professor of Education and Director of the Martha L. King Language and Literacy Center; Gay Su Pinnell and Diane E. DeFord are Professors in the Department of Educational Theory and Practice in the College of Education, all at Ohio State University

Table of Contents

Acknowledgments	xi
Foreword	xiii
Marie M. Clay
Introduction	xv
Reading Recovery: Weaving Learning and Teaching Together	1	(19)
What Is Reading Recovery?	2	(10)
Staff Development in Reading Recovery	12	(2)
Implementing Reading Recovery in the United States	14	(1)
The Research Base for Reading Recovery	15	(2)
Reading Recovery as a Systemwide Intervention	17	(1)
Reading Recovery Change and the Future	18	(2)
Answering Questions About the Treatment of High-Risk Children	20	(18)
The Ohio Reading Recovery Studies (1986-91)	21	(3)
The National Reading Recovery Project (1987-92)	24	(2)
Reading Recovery and Systemic Change	26	(3)
A Statewide Study in Ohio	29	(9)
Learning and Teaching: Language Processes	38	(17)
Reading Recovery Staff Development Model	38	(2)
The Yearlong In-Service Course: An Overview	40	(3)
Learning Through Behind-the-Glass Conversation	43	(3)
Principles of the Learning Underlying the Staff Development Model	46	(6)
Research on Reading Recovery Staff Development	52	(3)
Teaching for Problem Solving in Reading	55	(30)
The Search for What Works	56	(1)
Studying Teaching Within the Reading Recovery Lesson	57	(7)
In-Depth Analysis of Teacher-Student Interactions	64	(5)
Fine-Tuning the Teaching Process	69	(8)
A Balance of Teaching	77	(8)
Working Toward More Effective Teaching	85	(14)
Independence: The Goal of Reading Instruction	85	(4)
A New Way of Looking at Teaching	89	(8)
The Critical Role of Teaching	97	(2)
Learning About Written Language	99	(30)
Language: The Foundation for Writing	100	(1)
Writing as a Symbolic and Social Tool	101	(3)
The Writing System	104	(5)
Writing in School Settings	109	(10)
The Relationship Between the Reading and Writing Processes	119	(2)
Writing in Reading Recovery Lessons	121	(8)
Teaching for Problem Solving in Writing	129	(18)
Teaching for Problem Solving	130	(6)
Research on Strategic Teaching in Writing	136	(9)
Reciprocal Gains Between Reading and Writing	145	(2)
How Teachers Learn to Understand Responsive Teaching	147	(20)
Changing Teachers' Dispositions About Learning and Teaching	148	(1)
Studying the Process of Becoming a Responsive Teacher	148	(1)
Shifts in Teachers' Understanding During the Yearlong Training	149	(15)
Discussion and Implications for Professional Development	164	(3)
Understanding Teacher Change	167	(14)
Vygotsky's Influence on Studying Learning and Teaching	168	(12)
Conclusion	180	(1)
Making the Most of What We Know	181	(14)
What We Learned	182	(1)
What We Learned About the Reading Recovery Context	182	(4)
What We Learned About How Teachers and Children Learn	186	(7)
What We Learned About System Change	193	(2)
Restructuring Literacy Education	195	(12)
Why Is It So Hard to Change?	196	(1)
Recommendations for the Design of Programs for High-Risk Students	197	(5)
Recommendations for the Professional Development of Teachers	202	(1)
Recommendations for Policy Change	203	(2)
Recommendations for Further Research	205	(1)
Conclusion	206	(1)
References	207	(8)
Index	215	(8)
About the Authors	223