Mary K. Lose, Ed.D. - Reading and Language Arts

Professor
Director, Reading Recovery Center of Michigan

Biographical Notes
Dr. Mary K. Lose is Professor in the Department of Reading and Language Arts, and Director of the Reading Recovery Center of Michigan at Oakland University in Rochester, Michigan. From 2010 – 2015, Mary served as principal investigator on Oakland University’s $4M award, as part of the United States Department of Education Investing in Innovation $54M nationwide grant, to scale-up Reading Recovery in Michigan. Mary’s research interests focus on dissemination and implementation of early literacy intervention policies, teachers’ professional development, and contingent teaching. She has published in professional journals including The Reading Teacher, Journal for the Education of Students Placed at Risk, The Clearinghouse, Principal, Teaching PreK – 8, The Journal of Reading Recovery, The Elementary School Journal, and Reading Research Quarterly. In 2010, Mary received the Research Award for the School of Education and Human Services at Oakland University. Mary is a strong proponent of exemplary literacy teaching and learning that focuses on optimum achievement and support for students' emotional health and well-being. She finds working with teachers and their students among the most interesting and rewarding work of all.

Research activities/experiences

Reading Recovery: An evidence-based intervention in support of Michigan children, teachers, and schools. (Co-Principal Investigator)
The effect of teacher-student ratio on literacy achievement outcomes in preventative early intervention services. (Co-Principal Investigator)
Status outcomes in Reading Recovery for children who present low repertoires in fall of first grade.(Principal Investigator)
It takes two to tutor: Reading Recovery teachers’ contingent teaching during writing in the Reading Recovery lesson. (Principal Investigator)
Follow-up study of Michigan Reading Recovery using growth curve analysis.(Co-Principal Investigator)
Exploring technology innovations in Reading Recovery teacher training(Principal Investigator)
Reading Recovery: Scaling up what works,United States Department of Education Investing in Innovation (i3) (Principal Investigator, Oakland University, in partnership with The Ohio State University)

Future projects
Literacy Processing Theory and Interventions for Special Educators and Teachers of English Learners

Publications

Lose, M. K. (2020). What to teach? Supporting strategic processing at the earliest text reading levels. The Journal of Reading Recovery, 19(2), 5-15.
Lose, M. K. (2020). 35^th Anniversary of Reading Recovery in the United States: Oakland University – 1991. The Journal of Reading Recovery, 19(2), 91.
Doyle, M. A., Askew, B. J., Torres Elias, A., Forbes, S., Lose, M. K., Rich, D., Schnug, J. & Swafford, J. (2020). U.S. exit status categories for Reading Recovery and Descubriendo la Lectura students. Worthington, OH: Reading Recovery Council of North America.
Kaye, E. L. & Lose, M. K. (2019). Promising practices and collaborative discussions: Supporting children’s letter knowledge and literacy success. The Journal of Reading Recovery, 19(1), 5-14.
Kaye, E. L. & Lose, M. K. (2019). As easy as ABC? Teaching and learning about letters in early literacy. The Reading Teacher, 72(5), 599-610.
D’Agostino, J. M., Lose, M. K. & Kelly, R. H. (2018). Examining the sustained effects of Reading Recovery. In J.M. D’Agostino (Ed.), Advances in research on Reading Recovery: Scaling and sustaining an evidence-based intervention (64-75). Routledge. [Originally published in 2017 in The Journal of Education for Students Placed at Risk.]
Lose, M. K., & Konstantellou, E. (2017). Realizing Clay’s vision for special populations of students: Implementation and impact of Literacy Lessons. The Journal of Reading Recovery, 17(1), 25–31.
D’Agostino, J., Lose, M. K. & Kelly, R. (2017). Examining the sustained effects of Reading Recovery. The Journal of Education for Students Placed at Risk, 22(2), 1-12.
Konstantellou, E. & Lose, M. K. (2016). The role of powerful language interactions in Reading Recovery lessons: Developing strong literacy processing systems. The Journal of Reading Recovery, 16(1), 5-28.
Lose, M. K. (2016). Reading Recovery in the Detroit Public Schools: Voices of the stakeholders. The Journal of Reading Recovery 15(2), 20-23.
Konstantellou, E. & Lose, M. K. (2016). The promise of Clay’s theory of literacy processing: Training Literacy Lessons intervention specialists. The Journal of Reading Recovery, 9(1), 62-69. In Inspiration for Professional Development: The Journal of Reading Recovery Special Collections, Volume 3. [Originally published in 2009 in The Journal of Reading Recovery.]
Kaye, E. L. & Lose, M. K. (2015). More than ABCs: Letter knowledge and the development of a literacy processing system. The Journal of Reading Recovery, 15(1), 5-20.
Kaye, E. L. & Lose, M. K. (2014). Exploring Clay’s teaching procedures for assembling cut-up stories. The Journal of Reading Recovery, 14(2), 37-46.
Lose, M. K. (2014). Clay’s teaching procedures for hearing and recording sounds in words. The Journal of Reading Recovery, 13(2), 25-30.
Schwartz, R. M., Schmitt, M. C. & Lose, M. K. (2012). Effects of teacher-student ratio in response to intervention approaches. The Elementary School Journal, 112(5), 547-567.
Lose, M. K. & Best, D. (2011). Implementing RTI and staffing Reading Recovery in difficult economic times. The Journal of Reading Recovery, 11(1), 31-38.
Lose, M. K. A child’s ‘Response to Intervention’ requires a responsive teacher of reading. In R. A. Allington, Ed. (2010).Essential Readings onStruggling Learners. Newark, DE: International Reading Association. [Originally published in 2007 in The Reading Teacher].
Lose, M. K. A child’s ‘Response to Intervention’ requires a responsive teacher of reading. In P. H. Johnston, Ed. (2010). RTI in Literacy: Responsive and Comprehensive.Newark, DE: International Reading Association. [Originally published in 2007 in The Reading Teacher].
Lose, M. K. Applying Wood’s levels of contingent support for learning in Reading Recovery. In Inspiration for Professional Development: The Journal of Reading Recovery Special Collections, Volume 2, 2010.[Originally published in 2007 in The Journal of Reading Recovery].
Lose, M. K., Schmitt, M. E., Gomez-Bellenge, F. X., Jones, N. K., Honchell, B.A., & Askew, B. J. Reading Recovery and IDEA legislation: Early Intervening Services (EIS) and Response to Intervention (RTI). In Inspiration for Professional Development: The Journal of Reading Recovery Special Collections, Volume 2, 2010.[Originally published in 2007 in The Journal of Reading Recovery].
Konstantellou, E. & Lose, M. K. (2009). The promise of Clay’s theory of literacy processing: Training Literacy Lessons intervention specialists. The Journal of Reading Recovery, 9(1), 5-17.
Lose, M. K. (2008). Using RTI to support struggling learners. Principal Magazine, 87(3), 20-23.
Lose, M. K. (2008). Beyond the words: Considering nonverbal communication in Reading Recovery teaching. The Journal of Reading Recovery, 7(2), 5-17.
Lose, M. K. (2008). Assessing my teaching, sustaining my learners. Michigan Reading Journal, 40(3), 43-45.
Lose, M.K. & Konstantellou, E. Selection of students for Reading Recovery: Challenges and responses. In Inspiration for Professional Development: The Journal of Reading Recovery Special Collections, Volume 1, 2008.[Originally published in 2005 in The Journal of Reading Recovery].
Lose, M. K. (2007). A child’s ‘Response to Intervention’ requires a responsive teacher of reading. The Reading Teacher, 61(3), 276-279.
Lose, M. K. (2007). Marie Clay: Leaving the world a better place for young literacy learners and their teachers. Michigan Reading Journal, 40(1), 48-49.
Lose, M. K. (2007). Remembering Marie. The Journal of Reading Recovery, 7(1), 15.
Lose, M. K. (2007). Applying Wood’s levels of contingent support for learning in Reading Recovery. The Journal of Reading Recovery, 6(2), 17-30.
Lose, M. K., Schmitt, M. E., Gomez-Bellenge, F. X., Jones, N. K., Honchell, B.A., & Askew, B. J. (2007). Reading Recovery and IDEA legislation: Early Intervening Services (EIS) and Response to Intervention (RTI). The Journal of Reading Recovery, 6(2), 44-49.
McEneaney, J., Lose, M. K., & Schwartz, R. M. (2006). A transactional perspective on reading difficulties and response to intervention. New Directions in Research: Reading Research Quarterly, 41(1), 117-128.
Lose, M.K. & Konstantellou, E. (2005). Selection of students for Reading Recovery: Challenges and responses. The Journal of Reading Recovery, 5(1), 32-45.
Lose, M. K. (2005). Valuing expert teacher decision-making. Michigan Journal of Teacher Education, 2(2), 7-12.
Lose, M. K. (2005). Reading Recovery: The optimal response to the Individuals with Disabilities Education Improvement Act of 2004. The Journal of Reading Recovery, 4(3), 35-37.
Lose, M. K. (2005). Teacher decision-making or labeling? No contest. Michigan Reading Journal, 37(3), 26-28.
Lose, M. K. (2003). Complementary and comprehensive: Reading Recovery and Michigan’s Reading First plan. Michigan Reading Journal. 35(4), 43-51.
Lose, M. K. (2001). Why do a follow-up study of Reading Recovery children: Rationales and recommendations. The Journal of Reading Recovery. 1(1), 30-35.
Lose, M. K. (1997). The teacher, the skater, and the pink shoes. Teaching pre K-8, 28(3), 48-49.
Lose, M. K. (1996). Interprofessional connections: The University of Iowa College of Medicine. The Chalkboard: Newsletter of the Iowa Association of Teacher Educators 3(1), Cedar Falls, IA: University of Northern Iowa, p. 3.
Lose, M. K. (1991). Teachers and the golden years of childhood. The Clearing House, 64,(3), 157-158.
Lose, M. K. (1986). A mouse is like a moving mud clod. The Clearing House, 59(9), 416-418.

Workshops, Institutes, and Community Events

Beyond words: Making a difference to student learning through nonverbal communication in pre-K and primary grades settings.
A child’s ‘Response to Intervention’ requires a responsive teacher of reading.
Responsive teaching in support of children’s strategic processing in reading and writing
Teacher decision-making or labeling (children)? No contest.
Powerful language interactions in support of a strong literacy processing system.

Alternatively, together we can discuss a topic of your choice related to literacy teaching and learning, struggling literacy learners, teacher development, or Reading Recovery. For more information or to arrange a time to discuss your interests, please email lose@oakland.edu.