I HAVE BEEN TEACHING IN THE READING CLINIC FOR 30 YEARS, AND I CAN WHOLEHEARTEDLY SAY THAT WORKING WITH EARLY READERS HAS ALWAYS BEEN FASCINATING, INTERESTING AND, AT TIMES, CHALLENGING.  IT IS VERY GRATIFYING TO WORK WITH AND SUPPORT YOUNG CHILDREN AS THEY DEVELOP LITERACY SKILLS NEEDED TO BECOME INDEPENDENT READERS AND WRITERS. 

MY MASTER'S DEGREE IN READING WAS EARNED AT TEMPLE UNIVERSITY AND EDUCATION COURSES WERE LATER COMPLETED IN CALIFORNIA.  I HAVE KNOWLEDGE OF A VARIETY OF READING INTERVENTION PROGRAMS, BUT THE MOST SIGNIFICANT INFLUENCE IN MY TEACHING CAREER WAS BEING TRAINED AS A READING RECOVERY TEACHER.   READING RECOVERY IS AN INTENSE, ONE-TO-ONE TUTORIAL PROGRAM FOR 1ST GRADE CHILDREN.  IT IS RECOGNIZED NATIONALLY AS THE NUMBER ONE MOST EFFECTIVE INTERVENTION FOR STRUGGLING READERS. 

BUILDING UPON THE READING RECOVERY MODEL AND CURRENT EDUCATIONAL RESEARCH, DR. LINDA DORN, FROM THE UNIVERSITY OF ARKANSAS, HAS DEVELOPED THE "COMPREHENSIVE INTERVENTION MODEL" FOR SMALL GROUP LITERACY INTERVENTION.  THE READING CLINIC TEAM AT CUMBERLAND VALLEY IS USING THIS MODEL FOR READING INTERVENTION.  MORE CAN BE LEARNED ABOUT THIS MODEL AT:  www.arliteracymodel.com