Phyllis Williams, MetLife Fellow
Phylis Williams graduated from the University of Michigan and then, as part of a Foreign Service family, studied languages and cultures, while living in six different countries. Returning to the United States, she decided to use her far-flung experiences to teach English for Speakers of Other Languages (ESOL).
She earned her Master of Education, TESOL, from Marymount University.
She is a Reading Recovery teacher (as well as an enthusiastic reader) at a Title 1 elementary school in northern Virginia
Previous Research Includes:
Research Title: What do Second Grade children think of their First Grade Reading Recovery experience? Research Year: 2009 Research Classification: Student Support/Enrichment Research Summary: I wanted to know how the reading recovery experience of first grade was viewed a year later. Many of the children viewed it as a “special time” and gave examples of things they had learned and were still doing.
Research Title: Do Reading Recovery monitoring conferences lead to a shift in instruction or assessment? Research Year: 2008 Research Classification: Student Support/Enrichment Research Summary: Children complete Reading Recovery in first grade but still continue to be at-risk in literacy. By monitoring their reading and writing in 2nd and 3rd grades, we hope to see teachers mindful of the need for that support and see how they are providing it. The Reading Recovery teacher’s quarterly conferences with those teachers may stimulate a change in instruction or assessment.
Research Title: Monitoring Reading Recovery Students Progress in Second Grade Research Year: 2007 Research Classification: Student Support/Enrichment Research Summary: Children who were identified as at-risk in literacy acquisition don’t just stop being at risk when they reach the average band of their classroom. Beginning literacy skills are fragile and need lots practice to grow and solidify. Each grade level requires more from a reader and writer. Will our Reading Recovery students who discontinued successfully be able to keep pace with those students who were able to progress without extra help?
