Reading Recovery is one of the most extensively researched early literacy interventions in the world. The evidence from both New Zealand and overseas has shown it is an effective intervention with a high success rate of helping approximately 80% of the children who are involved.
As part of the Early Literacy Support, Reading Recovery teachers work alongside classroom teachers to apply the educational science process to co-design teaching models that address educational challenges in specific contexts.
At a classroom level, Early Literacy Support is a collaborative and team-based approach:
The Reading Recovery teacher works with the class teacher to assess students’ literacy knowledge and processes.
Lessons are designed for a group of 2-4 students based on assessment evidence in reading and writing along with observations from whānau and the classroom.
The two teachers co-plan and co-teach a series of lessons for the group over a term.
Monitoring at the end of the term ascertains progress.
Up to four cycles of Early Literacy Support can occur over a year.
Through this process, teachers are engaged in designing and refining instruction that builds on the child’s current strengths and knowledge and addresses students’ learning needs. A variety of texts are used, depending on a group’s strengths and profiles. Ideally, the chosen texts offer meaningful stories that connect to the children's worlds.
Using the Early Literacy Support framework, you are able to implement policies relevant to your school and students. Your trained Reading Recovery teacher will be supported by their Tutor, who will be supported by the National Trainer Team.
Adopting the Early Literacy Support framework is an effective way for your school’s leadership team to improve student literacy outcomes:
the support will begin with a hui involving both teachers and leaders to outline the nature of the support and answer questions
Reading Recovery will contribute to your school strategic and annual planning and reporting
Success with Reading Recovery & Early Literacy Support relies on close relationships between whānau, school and teachers.
Early results of implementing Early Literacy Support in schools have shown that shared problem-solving and the opportunity to work and talk things through collaboratively is a really valuable experience for both the classroom teacher and Reading Recovery teacher.
Here’s how one teacher involved with Early Literacy Support and working beside a Reading Recovery Teacher found the experience:
“A huge benefit of Early Literacy Support is what I learnt about reading and teaching reading - best professional development ever. I feel extremely lucky to have been part of this trial. I believe it should continue as it is picking up potential Reading Recovery students before they really struggle - hopefully giving them the skills to continue to thrive as life long readers.”