OAKLAND UNIVERSITY
RDG 539: Clinical Issues in Early Literacy Instruction: Reading Recovery®
Teacher Training Year ______________________
Course Description
A three-semester sequence to prepare teachers to implement specialized reading methods with young
children most at risk for reading difficulty in the classroom context. Teachers observe, record, analyze and
modify the reading and writing behavior of children and develop understandings of reading acquisition. 10
credits. May be repeated for a maximum of 10 credits.
Prerequisites
Students must be nominated by a participating school district and accepted into the Reading Recovery Teacher
Training program or receive permission from program director. This course is a collaborative effort among the
district, teacher and university with the tuition invoiced by the Reading Recovery Center of Michigan of
Michigan at Oakland University and paid by the participating district. [Note: Schools participating in the
Investing in Innovation (i3) Federal Grant will not be invoiced by the Reading Recovery Center. Tuition for their
i3 teacher trainees will be covered by the grant.]
Course Supervisor for RDG 539
Dr. Mary K. Lose, Associate Professor, Reading and Language Arts
School of Education and Human Services
Director and Trainer, Reading Recovery Center of Michigan
Oakland University
Lecturer
(Insert Teacher Leader Name and Contact Information (email, phone, address).
Required Texts
Clay, M. (2013, 2002). An observation survey of early literacy achievement (sixth edition).
Portsmouth, NH: Heinemann.
Clay, M. (2005a). Literacy lessons designed for individuals part one: Why? when? and how? Portsmouth, NH:
Heinemann.
Clay, M. (2005b). Literacy lessons designed for individuals part two: Teaching procedures. Portsmouth, NH:
Heinemann.
Clay, M. M. (2001). Change over time: In children’s literacy development. Portsmouth, NH: Heinemann.
Required Documents
Procedures to administering leveled text reading passages and stanines for the Observation Survey: Working
document for 2005-2006 (2005). [Reading Recovery] North American Trainers Group.
From Reading Recovery Center of Michigan Website:
Alternate Ranking Form
Selection Process
Selection Sheet
Assessment Materials (for use with students)
Reading Recovery Test Packet, Scott Foresman, Pearson.
Two of the following:
Clay, M. (1972). Sand—the Concepts About Print Test. Auckland: Heinemann. (2nd ed. 1979).
Clay, M. (1979). Stones—the Concepts About Print Test. Auckland: Heinemann.
Clay, M. (2000). Follow Me, Moon. Portsmouth, NH: Heinemann.
Clay, M. (2000). No Shoes. Portsmouth, NH: Heinemann.
Optional Texts
Askew, B. J. & Watson, B. (2009). Boundless horizons: Marie Clay’s search for the possible in children’s literacy.
Portsmouth, NH: Heinemann.
Clay, Jenny. (2009). Memories of Marie Clay: Reflections on the life and work of Marie Clay. Portsmouth, NH:
Heinemann.
Clay, M. (1975). What did I write? Auckland: Heinemann.
Clay, M. (1991). Becoming Literate: The construction of inner control. Portsmouth, NH: Heinemann.
Clay, M. (2007). Biks and gutches. Portsmouth, NH: Heinemann.
Clay, M. M. (2007). Record of oral language. Portsmouth, NH: Heinemann.
DeFord, D.E., Lyons, C.A. & Pinnell, G.S. (1991). Bridges to literacy: Learning from Reading Recovery.
Portsmouth, NH: Heinemann.
Gaffney, S.G. & Askew, B.J. (1999). Stirring the waters: The Influence of Marie Clay. Portsmouth, NH:
Heinemann.
Lyons, C.A. (2003). Teaching struggling readers: How to use brain-based research to maximize learning.
Portsmouth, NH: Heinemann.
Schmitt, M.C., Askew, B.J., Fountas, I.C., Lyons, C.A. & Pinnell, G.S. (2005). Changing futures: the influence of
Reading Recovery in the United States. Worthington, OH: Reading Recovery Council of North America.
Course Components
 Attend all assessment training sessions.
 Successfully complete the year-long course in Reading Recovery for which university credit is received.
 Teach a child behind-the-glass at least three times during the training year.
 Participate in training class discussions taught behind the glass; use the language/terms presented in
Reading Recovery teacher training.
 Receive at least 4-6 visits from the teacher leader at your school in support of your teaching.
 Attend the RRCNA-approved annual Reading Recovery Institute, sponsored by the Reading Recovery
Council of Michigan.
Teaching Children
 Teach at least four first-grade students individually for 30-minute lessons each day in a school setting
throughout the school year.
 Demonstrate effective teaching of Reading Recovery students.
 Maintain complete records on each child as a basis for instruction (An Observation Survey of Early
Literacy Achievement and the Observation Survey Summary, Observation Summary for Multiple
Assessments, Recommendations for Discontinuing Before Final Assessment, predictions of progress,
Daily Lesson Record Sheets, Running Records, Weekly Record of Known Writing Vocabulary, Change
Over Time in Text Level, Weekly Record of Known Reading Vocabulary, Change Over Time in Known
Writing Vocabulary).
 Teach a minimum of eight children per year in Reading Recovery.
 Because Reading Recovery teaching and training are intensive, exceeding more than four Reading
Recovery slots during the training year can only be done with the concurrence of the teacher leader
and teacher in training.
 Communicate with your Reading Recovery student’s parents, first-grade teachers, and other school
personnel on a regular basis throughout the year.
RDG 539 Syllabus.
Dr. Mary K. Lose, Course Supervisor.
Page 2 of 4
Operation of the School Program
 Administer An Observation Survey of Early Literacy Achievement as required throughout the year.
 Communicate with parents, first-grade teachers, the school team, administrators, and other school
personnel on a regular basis throughout the year.
 Submit data to the teacher leader as required.
 Contribute to the development and operation of a school team to monitor program progress.
 Monitor the progress of children served by Reading Recovery.
 Prepare an annual report of the school Reading Recovery program.
Course Objectives
The objectives of the course are that teachers:
 Develop understanding of reading and writing processes.
 Demonstrate understanding of how a literacy processing system develops.
 Become skilled in using a range of systematic observation techniques to assess and guide students’
reading and writing progress.
 Learn to observe, record, analyze, and interpret students’ literacy behaviors.
 Summarize and interpret data, using An Observation Survey of Early Literacy Achievement.
 Become skilled in observing student reading and writing behaviors to plan instruction.
 Demonstrate knowledge of Reading Recovery lesson components and specialized procedures.
 Become competent using the Reading Recovery teaching procedures.
 Design individual instruction that assists the child in becoming strategic in reading and writing.
 Maintain accurate and current records that reflect students’ learning.
 Make teaching decisions that promote students’ accelerative learning.
 Critically evaluate own work and that of peers (self-evaluate, discuss, offer, respond).
 Participate in problem-solving discussions.
 Self-reflect on teaching as it relates to student performance.
 Collect and analyze student data for reporting program outcomes.
 Guide the intervention program and report regularly on its operation in their schools.
 Exhibit professional behavior as a Reading Recovery teacher.
Methods of Evaluation
Teaching children
The course lecturer will observe teaching during school visits (and other assignments such as video
recordings) noting evidence of:
 Procedures based on theory and matched to student needs
 Use of explicit instructional language and prompts
 Effective and efficient teaching decisions based on student needs
 Ongoing, detailed record keeping
 Organization for efficient use of materials, conducive to a positive, effective learning climate
 Atmosphere conducive to learning: responsive, mutually respectful relationship between teacher and
student.
Understanding theory
The course lecturer will look for evidence of understanding of theory through observing and
evaluating:
 Participation in discussion before, during, and following lessons taught behind the glass
 Assessment, analysis, and use of student records to inform teaching
 Theory as reflected in the teaching of students
 Self-evaluation
RDG 539 Syllabus.
Dr. Mary K. Lose, Course Supervisor.
Page 3 of 4
 Assignments and readings required by lecturer.
Collecting data
The course lecturer will evaluate:
 Maintenance of all records pertaining to the teaching of children according to the criteria established
by the intervention program
 All data is to be submitted to the lecturer as designated.
Understanding the Reading Recovery intervention and its implementation
The course lecturer will evaluate:
 Ability to communicate effectively with staff and parents about the intervention program
 Preparation and development of a school annual report.
Grading Criteria
Students will have opportunities to review their progress in the course throughout the year with the lecturer.
The RDG 539 Rubric is used to communicate progress in each of the major components of the course at the
end of the fall, winter, and summer 1 semesters.
Passing grades in an Oakland University graduate course range from 3.0 to 4.0 by tenths. Grades from 3.6 to
4.0 reflect strong performance (mostly 5s and some 4s) on each of the four rubric scales for the course. Grades
from 3.0 to 3.5 reflect good performance (mostly 4s and some 5s) on the rubric scales. Because expectations
change across the year, adequate performance at the end of the fall or winter semesters does not guarantee a
passing grade. Grades below 3.0 reflect serious problems (3s or less on the rubric scales) in understanding the
intervention program and in making effective decisions for children based on the theory and practices of
Reading Recovery.
The lecturer's subjective evaluation of a student's developing knowledge may raise or lower final grades by .2
on a 4.0 scale, even for students that have identical patterns of scores on the rubrics. Note: Reading Recovery
Teacher Certification is granted by earning a grade of 3.0 or higher in the RDG 539 course.
Attendance
Attendance at all class sessions and the Michigan Reading Recovery Institute is required for Reading Recovery
teacher certification. Opportunities to attend class sessions at other sites can be arranged in advance in lieu of
any missed session upon approval of the lecturer, only in case of emergency. Any snow or weather days will
have to be rescheduled. Attendance problems, tardiness, or failure to make up missed experiences will result
in a failing grade for the course. Because learning depends on active participation in the RDG 539 training class
sessions and subsequent discussions, it is critical that you arrive on time and remain for the entire class
session.
Course Schedule (Lecturer: Provide the information per the directions, below)
Class Dates (list), location of class, day of week, all class meeting dates, and start and end times. Attach this
information to the syllabus and present to members of the class. Note: The class must meet the contact-hour
requirements of Oakland University (minimum of 120 class contact hours). Per Standards and Guidelines for
Reading Recovery in the United States: At least eighty-percent of the class sessions--or a minimum of 18
sessions, whichever is greater—must be scheduled over the academic year and must each include two lessons
taught behind the one-way glass.
Lecturer: Email this completed course syllabus including the information requested above (contact
information and course schedule) to the Reading Recovery Center of Michigan office at Oakland University.
RDG 539 Syllabus.
Dr. Mary K. Lose, Course Supervisor.
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