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WYCKOFF, KIMBERLY

wyckoff
Name: Kimberly Wyckoff
 
 
 
 
 
 
 
Reading Recovery Specialist &
Title I Contact
 
 
 
 
Reading Intervention
Teacher
Grades : K-3
Hello! My name is Kimberly Wyckoff. This is my sixth year at Gaston School. I am highly qualified to teach first grade Reading Recovery and Reading Intervention in grades K-3. Gaston is a wonderful place ! I graduated from Gaston in 1985 as a second generation Gastonian. My daughter Savanna Hagan became a 3rd generation Gaston graduate in 2010. I am happily married to Jim Wyckoff. I enjoy teaching, reading, antique cars, and spending time with my family. I have a Bachelor's Degree in Elementary Education from Jacksonville State University . I earned my Reading Specialist degree at Georgia State University. It is great to be a Gaston Bulldog  !!!!
 
Be Great !!!!bd
                                                        
 
 
 
 
 
Why Reading Recovery ?
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What Works? Reading Recovery
Reading Recovery has a strong scientific research basevalidated by USDE’s What Works Clearinghouse reviewof beginning reading programs. No other early reading interventionreceived high ratings for effectiveness across all four domains studied – alphabetics, fluency, comprehension, and general reading achievement.

Reading Recovery’s one-to-one instruction delivers measurable resultsin weeks not years. Children receive 30-minute daily lessonstaught by specially trained teachers. After a full 12 to 20-week series of lessons, more than 75% of students meet grade-level expectations.

Reading Recovery’s powerful professional developmentproduces remarkable literacy teachers for schools across America. Among the more than 10,000 Reading Recovery teachers in 2007–2008, the average teacher taught 8 Reading Recovery students and 40.6 students outside Reading Recovery.

Reading Recovery delivers cost benefitsbecause it reduces referrals and placements to special education, limits retention, and has lasting effects.

Reading Recovery can support your school’s response to intervention (RTI) and early intervening services (EIS) in accordance with IDEAregulations.
Federal Policy Alignment

Essential Components
In 2000, the National Reading Panel published a list of five essential components of reading instruction which were incorporated into the No Child Left Behind legislation. Reading Recovery incorporates these five elements into daily lessons and adds four elements supported by the research literature. Read more about how Reading Recovery aligns with the five elements of the National Reading Panel report.

  1. Phonemic Awareness
  2. Phonics
  3. Vocabulary
  4. Fluency
  5. Comprehension

Scientifically Based Reading Research (SBRR)
Reading Recovery meets the definition of scientific research published by the Institute of Education Sciences of the United States Department of Education (USDE).

IDEA
Reading Recovery can play an important role in a school’s implementation of the 2004 Individuals with Disabilities Education Improvement Act (IDEIA; IDEA). The revised IDEA legislation allows the use of response to intervention (RTI) as an alternate method for identifying children with learning disabilities. IDEA 2004 also permits local agencies to use funds for early intervening services (EIS).
Federal Policy Alignment

Essential Components
In 2000, the National Reading Panel published a list of five essential components of reading instruction which were incorporated into the No Child Left Behind legislation. Reading Recovery incorporates these five elements into daily lessons and adds four elements supported by the research literature. Read more about how Reading Recovery aligns with the five elements of the National Reading Panel report.

  1. Phonemic Awareness
  2. Phonics
  3. Vocabulary
  4. Fluency
  5. Comprehension

Scientifically Based Reading Research (SBRR)
Reading Recovery meets the definition of scientific research published by the Institute of Education Sciences of the United States Department of Education (USDE).

IDEA
Reading Recovery can play an important role in a school’s implementation of the 2004 Individuals with Disabilities Education Improvement Act (IDEIA; IDEA). The revised IDEA legislation allows the use of response to intervention (RTI) as an alternate method for identifying children with learning disabilities. IDEA 2004 also permits local agencies to use funds for early intervening services (EIS).
Research Reviews
With more than 30 years of data, Reading Recovery is the world's most widely studied early intervention. Scholars both inside and outside Reading Recovery have summarized the studies to identify trends and suggest future direction for research.

What Works Clearinghouse Intervention Report: Reading Recovery. (2008, December 2).
United States Department of Education, Institute of Education Sciences.

Florida Center for Reading Research: Reading Recovery.(June 19, 2008).
Florida Center for Reading Research, Florida State University.

A Synthesis of Research on Reading Recovery. T. Shanahan & R. Barr. (1995). Reading Research Quarterly, 30, 958-996.

How Much Evidence Is Enough Evidence? Richard Allington. (2005). The Journal of Reading Recovery, 4 (2), 8-11.

Reading Recovery: A Review of Research. G.S. Pinnell. (1997). In J. Squire, J. Flood, & D. Lapp (Eds.), Handbook of Research on Teaching Literacy Through the Communication and Visual Arts (pp. 638-654). New York: Macmillan Library Reference USA. (A project of the International Reading Association).

Reading Recovery in the United States: What difference does it make to an age cohort? E.H. Heibert. (1994). Educational Researcher, 23, 15-25.

Preventing Early Reading Failure With One-To-One Tutoring: A Review of Five Programs. B.A. Wasik & R.E. Slavin. (1993). Reading Research Quarterly, 28, 179-200.

Ten Promising Programs for Educating All Children: Evidence of Impact. R. Herman & S. Stringfield. (1997). Ten promising programs for educating all children: Evidence of impact. Arlington, VA: Educational Research Service.

Reading Recovery Review: Understandings Outcomes and Implications. B.J. Askew, I.C. Fountas, C.A. Lyons, G.S. Pinnell, & M.C. Schmitt. (1989). Columbus, OH: Reading Recovery Council of North America.

Reading Recovery: An Analysis of a Research-Based Reading Intervention. G.S. Pinnell. (2000). Columbus, OH: Reading Recovery Council of North America

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