2011 National Reading Recovery & K-6 Classroom Literacy Conference

February 5-8  ●  Columbus, Ohio
 

Preconference Speakers
Mary Fried and Lea McGee, Reading Recovery trainers, The Ohio State University

Session Title
Development of Children's Problem Solving Activities at Point of Difficulty

Description
Presenters will report on their research study that examined running records to identify problem-solving activities at point of error for three different categories of text difficulty (Early, Mid, Late).  Participants will be involved in analyzing running records and videos to identify signals of processing difficulties, evidence of effective processing, and to think about teaching decisions as problem-solving actions change over time.

Biographies
 

Mary Fried
Mary Fried is an author and a trainer of teacher leaders in the Reading Recovery Center at The Ohio State University. She was trained by Marie Clay and Barbara Watson during the original 1984-1985 pilot study of Reading Recovery in the USA and has been actively engaged teaching, presenting, conducting research, and writing about Reading Recovery for over twenty-five years. Mary is also a trainer for Literacy Collaborative and the Principal’s Academy for Leadership. She served as the editor and an author of children’s stories for the “Keep Book Program” at Ohio State. In recent years Mary and her colleagues at Ohio State have focused efforts and research on ‘Vintage’ sites in Ohio, teaching Literacy Lessons to Intervention Specialists and working with students and teachers in ESL programs.

Lea McGee
Lea McGee’s leadership is broad-based and relates both to the Reading Recovery program, and more generally to early literacy. Dr. McGee brings scholarly strength in both of these directions. Her background and extensive experience in language education, curriculum and instruction, literacy in preschool settings and Head Start programs brings the intersection of interests and abilities needed in the person in this role. She has a strong record of research productivity, national leadership, and practical work in schools with both children and teachers. She has published 5 books (one in four editions), 17 book chapters, and more than three dozen journal articles.