Capstone Project Title
The research question in this project was, how can teachers use Clay’s theory of literacy processing and adapt Reading Recovery procedures to deliver effective small group reading instruction? This project documents the incorporation of Clay’s theory and Reading Recovery procedures into small group reading instruction. The literature found focuses on understanding the current literacy competencies of a student and developing a hypothesis regarding what is on the cusp of the student’s learning. The literature review helped to develop a lesson plan format that includes anecdotal record-keeping to track change over time in a student’s learning. The literature recommended that when a teacher notices student active problem-solving during literacy activities and does not allow misconceptions to linger, the student is on their way to developing a self-extending system. The project is formatted as a table with resources for teachers. The beginning section starts with an initial assessment, followed by creating a summary of each student’s strategic activity with print. The next section contains a lesson plan template with word work examples and various running record forms. The third section provides different ways to track data, documenting change over time. The final section contains resources to aid in planning and understand desired reading behaviors.
Ronning, Katherine, "Integrating Marie Clay’s Theory of Literacy Processing and Reading Recovery Into Small Group Reading Instruction" (2020). School of Education Student Capstone Projects. 585.
School of Education Student Capstone Projects