Every child in Langley schools meeting literacy expectations at the end of Grade 1.
Reading Recovery® is an early literacy intervention designed to:
- identify students in Grade 1 who have extreme difficulty with reading and writing and
- significantly reduce the long-term costs of those learners to the educational system.
Reading Recovery® provides daily individual instruction in reading and writing for the lowest achieving six-year-old students for a period of 12 to 20 weeks. Full implementation enables all students requiring early intervention in literacy to have access to the programme.
There are two major outcomes of Reading Recovery®:
- Either the student no longer requires the intervention and has reached Level 15 of text difficulty or their class average reading level, whichever is higher, or
- A student is referred within the school for longer term support and/or further assessment
Both outcomes are positive since the student has either achieved average literacy levels or has been identified early for longer term support.
Reading Recovery® has an accountability framework at three levels:
- Instructional: Teachers make teaching decisions based on data collected daily, during instruction, from individual students in the programme.
- District: Data is collected throughout the school district on programme outcomes and is reported annually to the Board of Trustees.
- National: The Canadian Institute of Reading Recovery® (CIRR) collects data annually from all Reading Recovery sites across Canada and publishes a report monitoring the national implementation.
Professional Development Model
Reading Recovery® is delivered by specially trained teachers. Teachers train over a period of one year and implement Reading Recovery® instruction in their schools as they train. They meet every two weeks for two and a quarter hours. During these sessions teachers observe two colleagues teach children, discuss what they see in relation to the underlying theory of how children learn to read, and continue to develop their teaching skills. Previously trained Reading Recovery® teachers participate in continuing in-service sessions eight times per year to continue to teach for their colleagues and refine their instructional practices.
Canadian Institute of Reading Recovery® (CIRR)
CIRR was granted the right to hold the royalty-free trademark for Reading Recovery® in Canada by the founder, Dr. Marie Clay in 1984. The CIRR has registered the trademark under Section 9 of the Canadian Trademarks Act and is responsible for ensuring standards, publishing annual monitoring data and maintaining the quality of Reading Recovery® across Canada.
What is Reading Recovery®
Reading Recovery® is a preventative early intervention programme developed by Dr. Marie Clay in the 1970’s in New Zealand. It is designed to dramatically reduce the number of students with literacy difficulties in an educational system and the cost of those students to the system.
It is a preventative programme which intervenes early with intensive, daily, individual instruction to move the lowest achieving readers and writers into the average band. Reading Recovery® is provided in addition to classroom instruction, and can bring students to accepted literacy levels, in approximately 12-20 weeks, enabling them to profit from the classroom programme.
The few children who may not be able to make the accelerated progress required to put them into the average band within 12-15 weeks and a maximum of 20 weeks are referred for longer term support.
Reading Recovery® in a school means that every student making slow progress getting stated in literacy:
- can have access to the best possible learning opportunities
- can be helped to reach his or her full potential and avoid future school failure.
Reading Recovery® Training for Teachers
Training as a Reading Recovery® teacher involves participation in a year long course taught by a certified Teacher Leader. The training begins with three half day sessions during the first two weeks of school to gain an understanding of the Reading Recovery® programme and the administration of assessment and observation tools. Teachers learn how to observe reading and writing behaviours of young learners, and to analyse closely what they observe. Throughout the training year, teachers attend two and a quarter hour inservice sessions every two weeks and teach four children individually in their school, thus implementing the Reading Recovery® programme while they are training. Teachers are trained in the use of Reading Recovery® procedures and expand their understanding of the reading and writing processes. During each training session two of the training teachers teach a student behind a one-way glass. The training also includes several Teacher Leader school visits to observe teaching and consult about Reading Recovery® implementation at the school level.
In subsequent years, Reading Recovery® teachers participate in colleague visits, receive school visits from the Teacher Leader and continue to attend eight (8) inservice sessions per year to update and refine their teaching.
The teachers in this group instructed a total of one hundred and forty-four (144) children. 76% of the children in this group were successfully discontinued at text Level 15 or above. 22% were referred for further assessment or long term support in reading and writing. 2% of the group were unable to complete their instruction.
Analysis of Reading Recovery® Participation
A total of one hundred and seventy-one (171) students received Reading Recovery® instruction in Langley schools.
1.16% of the children in the programme were from First Nations.
6.43 % of the students where children for whom English is their Second Language.
60% of the children were boys and 40% of them were girls.
Children with Incomplete Programmes
3% of the children in the programme were making satisfactory progress but were not able to complete the programme. Of the three (3) students with incomplete programmes two (2) of them (67%) moved to a school which did not offer the programme and one (1) child (33%) had an incomplete programme due to severe behavioural difficulties.
Time in the Programme
The teachers in this group were able to discontinue children in an average of 15.73 weeks. Children who were referred for longer term support achieved that outcome an average of 18.74 weeks.
Teachers lost an average of 3.98 weeks of teaching time over the year. Reasons for this lost teaching time include student absence, professional development days, classroom excursions and public holidays.
Langley Reading Recovery® Centre
20202 – 35th Ave.