The implementation of Reading Recovery throughout most of the state since 1990. Research shows that children who struggle to learn to read are more different than they are alike in their needs, and they need consistent, individualized support. Targeting these nonreaders early, and using highly trained teachers versed in a variety of instructional techniques to help them, is a goal of Reading Recovery. Even Maine school districts that haven't adopted Reading Recovery programs have increased their commitment to early intervention with struggling young readers. None of these Maine reading reforms was mandated at the state level.
Maine has a long and rich history of local control.
Changes were made as teachers, administrators, professors, and state officials carefully considered reading research and balanced these findings with local resources and student needs. But many of the reforms were supported at the state level. It's doubly ironic and potentially tragic that most of the reform efforts in California are in direct opposition to changes in Maine. And California approves the use of only those textbooks that have the most lock-step and prescribed instruction in phonics. But the Maine reforms point to an awareness that many useful lessons in phonics come when teachers have a strong, research-based reading program in place, and tailor their phonics lessons to the needs of students as these needs emerge in the classroom.