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Reading Recovery is a short-term intervention for low-achieving children in literacy, developed by New Zealand educator Marie Clay in the 1970s. The approach has been criticized and questioned in some countries, and its long-term effects have been found to be negative.
READ 180 is a program that uses adaptive technology to improve literacy in students who read below grade level. It has different components, such as whole-group instruction, small-group instruction, and computerized reading instruction, and it is aligned to the Common Core State Standards.
Marie Clay (1926-2007) was a psychologist and professor who developed the Reading Recovery intervention, a whole language programme for struggling readers. She received many awards and honours, but also faced criticism and controversy for her theory and methods.
Orton-Gillingham is a method for teaching reading, spelling, and writing to individuals with dyslexia and other language-processing difficulties. It is a direct, explicit, cognitive, cumulative, and multi-sensory approach that has been practiced for over a century, but its efficacy is not well-supported by research.
Maryanne Wolf is a scholar, teacher, and advocate for children and literacy around the world. She is a professor at UCLA and Chapman University, and a member of the Pontifical Academy of Science. She has researched the reading brain, dyslexia, and the effects of digital media on literacy.
The Identification and Intervention Program (IIP) is based on two decades worth of research and is the oldest of the programs offered at the CARRD. [2] The purpose of the IIP is to identify children who are at-risk of developing a reading disability, also referred to as dyslexia, as soon as possible and then to provide those children with an appropriate remediation that will help them gain the ...
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