First year of implementation =1 response
Continuing Implementation =11 responses

Questions and Answers

For how many years has your school offered Reading Recovery®?

Range from 1st year to 7th year

  • 1. What impact has Reading Recovery® had on the number of children in your school who have difficulty in acquiring literacy?

    1 = very little impact
    2 = some
    3 = moderate – 1
    4 = significant – 7
    5 = very large impact – 3

    Comments:

    • We have very high needs.
    • More impact if we could provide the service to more children – it works!
    • Primary teachers respond positively as “at risk” and non readers are now reading.
  • 2. What impact has Reading Recovery® had on the number of children in your school who require long term support in literacy?

    1 = very little impact
    2 = some
    3 = moderate – 1
    4 = significant – 6
    5 = very large impact

    Comments:

    • Classroom instruction isn’t strong enough to support all students.
    • This programme will only work if strategies are continued in classroom and in learning assistance and resource at intermediate levels.
    • Not sure, since we also have Guided Reading and of course less reading support of students who need reading support in intermediate.
    • Don’t know yet, only 1st year.
    • Don’t know impact as of yet.
  • 3. What impact has Reading Recovery® had on the professional dialogue among teachers?

    1 = very little impact
    2 = some
    3 = moderate – 2
    4 = significant – 7
    5 = very large impact – 2

    Comments:

    • Classroom teachers realize its efficiency, but some don’t generalize the strategies into classrooms.
    • Think about our classroom reading programmes. Better ideas are shared about best practice. Strategies are practised and reinforced. More effective use of TA support in classroom.
    • We always talk reading, early literacy in key and Reading Recovery® is fundamental to the programme.
  • 4a. What impact has Reading Recovery® had on LA/Resource programs in Primary classes?

    1 = very little impact
    2 = some
    3 = moderate – 1
    4 = significant – 3
    5 = very large impact – 5

    Comment:

    • We devote significant amount of LRT time to Reading Recovery®. Hand in hand with Reading Recovery® is a commitment to early literacy. LA/Resource teacher is new to our school and not convinced of the value of the programme.
  • 4b) What impact has Reading Recovery® had on LA/Resource programs in Intermediate classes?

    1 = very little impact
    2 = some – 2
    3 = moderate – 5
    4 = significant – 3
    5 = very large impact – 1

    Comments:

    • We reduced intermediate Learning Resource time to allow for early literacy focus.
    • Transiency rate impacts this.
    • Intermediate resource has adapted and reinforced strategies. Soar For Success is needed at each grade level.
    • Our grade one class is all reading at level 15 or higher this year. Reading Recovery® has played a direct and indirect role in this. Our Reading Recovery® teacher has taken a leadership role in getting others on board regarding literacy.
  • 5. What impact has Reading Recovery® had on early literacy instruction?

    1 = very little impact
    2 = some – 2
    3 = moderate – 1
    4 = significant – 5
    5 = very large impact – 5

    Comment:

    • Awareness has led to development.
    • Teachers require training and practice to implement strategies for at risk readers.
    • Teachers make assumptions that are inaccurate, need constant and ongoing professional development
  • 6. What are the problems and concerns you encounter as you continue to implement Reading Recovery®?

    • Insufficient time allocation to provide instruction for all six year old children at risk – 8
    • High absentee and/or transient rate – 2
    • Insufficient support available for children who are referred out of Reading Recovery® – 4
    • Insufficient support available for older children – 7
    • Lack of compatibility in instruction between Reading Recovery® and classroom – 3
    • Disagreement among staff concerning the value of early intervention – 0

    Other:

    • Resources to support the books required for the programme.
    • Once the intensive support is started, the support, at some level, both in the classroom and through learning assistance, needs to continue.
  • 7. Please comment on what you expect Reading Recovery® implementation to look like in your school next year?

    • Unfortunately, the dollars aren’t available to continue the program.
    • I expect that the programme will be more viable with each year of the teacher gaining experience. Transient rate has had an effect on the overall impact on our school. Extremely valuable program.
    • Continue the good work. A valuable program.
    • Hope it is the same or greater, as per numbers of children needing the assistance.
    • Dollars.
    • No change from the present. It works so don’t break it.
    • Hoping for financial assistance in keeping it in place.
    • 2 hours per day – 1 extra session given each day.
    • Maintain existing program.
    • Really don’t know yet.
    • Not enough information to answer.
    • Unknown registration numbers at this time.
    • Continue as this year. Lots of early intervention in other ways too.
    • It has had a very positive influence on our school and will definitely continue next year!