摘要：This is the second article in this special issue not written by Reading Recovery trained teachers. Hamill and Kelly are first grade teachers in one of the 26 participating schools in the first year of Reading Recovery implementation in Michigan. In response to questions by the editor of Reading Horizons, they explain the program — its impact on the Reading Recovery children and on their classroom teaching. Clearly the concerted work of the Reading Recovery teacher-in-training and these teachers demonstrates that the Reading Recovery program is an intervention in the education system, as well as a program for children.
