Questions and Answers

  • What changes have you observed in the students who received Reading Recovery® instruction?

    • Improvement in both reading and writing.
    • They gained confidence, they were happier in their work, and they were SUCCESSFUL readers – now on par or more advanced than their classmates. They looked forward to Reading Recovery® and enjoyed taking their books and materials home. Parents were happier, children were happier, teacher very happy!
    • Confidence. Increased reading ability. Interest in reading (behaviour improvements in some especially in regards to guided reading time). Writing gains (i.e. sight words)
    • Positive attitudes about reading. Many are proud of their growing skill
    • More confident, processing words faster and using more strategies.
    • My students went from not knowing the early emergent word list and reading at a Level 2 all the way to being able to read a Level 16 book. Also, the self-confidence has drastically improved.
    • Increased confidence. Has taught them to use all of the cuing systems. Provided daily support which isn’t always available at home. Helped us to look into other areas for one child who was not successful in Reading Recovery® and needed other supports and medication.
    • Better attention to all parts of the word, not just the beginning letter sound.
    • Better self-correction.
    • Their reading is becoming more fluent. One child’s self-esteem has improved significantly.
    • More confident in their ability to figure out “tricky” words.
    • Much more confidence in their abilities. Big improvement in skills – decoding, using contexts, finding chunks, etc.
    • Increase in confidence. More capable readers and writers.
    • Increased self-confidence. Increased desire to learn in all academic areas. Improved classroom behaviour.
  • Has the implementation of Reading Recovery® in your school changed the way you think about teaching children to read?

    • No
    • It has made me more aware of how children learn to read, what strategies are effective, and how to help them be more successful and how to enrich their comprehension skills. I find the assessment very useful and the Reading Recovery® teacher extremely competent and helpful to me as a classroom teacher.
    • Most definitely! Our guided reading, spelling programme, making words, word wall, book levelling, assessment and more are a direct result of encouragement, support and insight from (our Reading Recovery® teacher). We are still working to incorporate more Reading Recovery® strategies that work into our programme.
    • Not really. I use small flexible groups and whole class instruction. I do running records for assessment. I focus more on students when they are (discontinued) in order to ensure their continued progress.
    • Yes.
    • Not the (Reading Recovery®) programme specifically, but the guided reading certainly has.
    • No. It only supports my belief that all young children should have the maximum support they need when they need it. Without being able to read independently with comprehension, we set up children for frustration/failure the rest of their school lives!
    • No.
    • No. I have always had children build words and sentences with words/word cards. I can certainly take the top students further, though.
    • No
    • Yes. I break it down a little more. I use ideas from the Reading Recovery® teacher. Less emphasis on phonics/sounding out.
    • Has reinforced that all children develop at different stages and require differing amounts of direct instruction.
    • Yes.
  • What do you consider to be the effects of Reading Recovery® implementation in your school generally?

    • More children at grade level by the end of Grade Three. Behaviour improvements.
    • It has helped the whole class to be on target by the May Assessment. The only laggers are those not receiving Reading Recovery® at all, or those not in early enough. It has caused the students to be successful readers, therefore, more successful learners throughout the grades – primary through intermediate. Hence, a happier more successful school.
    • Students get discontinued, they succeed and move on to the middle or top third of the class! They often don’t need LA support in following years. It gives the students who need a little boost a great help when they need it most – early!
    • Children are able to cope with reading assignments in other areas of the curriculum. Some students still require LA for comprehension
    • Meeting needs of “at risk” students. More readers reading at level, confidently. It’s an amazing programme, the impact is hard to put into words because it affects so much.
    • I think it is a great asset to our school.
    • Early support and encouragement with a high degree of success for my young students who have struggled with learning to read. It should be available at every school to all Grade One children who need it!!!
    • Very positive. The reading levels of all of the children has increased now that I have extra support for those children who require individual support.
    • More children are able to meet or exceed levels expected for Grade One. Most children are at grade level (and many far beyond) at end of Grade Three.
    • More children off to a much better start. More children not needing continual LA through to Grade Seven.
    • All students leaving Grade One reading at or above expected level. Children who require and benefit from more one-on-one interaction (and wouldn’t normally get it) are getting more.
  • What responses have you received from parents of students in your class concerning Reading Recovery®?

    • Very positive. Good for child’s self esteem.
    • The word has spread. Reading Recovery® parents are telling other parents what is available and they are hot on the trail to get Reading Recovery® for their child. When the Reading Recovery® teacher comes in the room other children are begging her to go too. The demand exceeds the supply. There is a very positive response to Reading Recovery® in our class.
    • They are pleased with the support including help for them at home. Most are eager to take a more active part in helping their child when they realize the quality of help and the importance we place on the first year.
    • Very positive, happy, wish all children could take part in the program.
    • Positive.
    • Very positive. They all think (Reading Recovery® teacher) is just wonderful.
    • Most parents are very pleased with the impact Reading Recovery® has on their children’s success with reading.
    • Very positive. Happy with one-to- one teaching. Most parents are very good about the home reading and ensuring everything is returned each day.
    • Very positive from both children picked up and those being picked up.
  • In what ways has the communication between you and the Reading Recovery® teacher been helpful? What suggestions would you make for next year?

    • We have good communication.
    • (The Reading Recovery® teacher) has always been helpful, offering suggestions or giving advice. She trains our “Reading Moms” who (listen to children read every morning). She handles all our meetings in a professional manner and helps keep us on track. Suggestion for next year: More $$$ to increase (our Reading Recovery teacher’s) time.
    • She is a regular visitor in my class. My most significant suggestion, of course, is more time for her to help students. It contributes significantly to disadvantaged children’s ability to learn to read and ENJOY books.
    • She is full of suggestions to help Reading Recovery children in the class as well as other needy students. Suggest that the district supply more $ for more Reading Recovery at every school. Keep the programme going!!!
    • More time for Reading Recovery® or did you want something that doesn’t cost anything?
    • We collaborate quite closely and our teaching strategies are consistent. We share a common language and understanding of how children learn how to read and write.
    • More ideas for helping children who are just beginning to read. Communication about the children she sees. Continue the programme.
    • She has taught me everything I have learned so far about early literacy. I feel so much more confident that none of my students are going to “get lost” because there is someone else there helping them.
    • The open communication has helped me to use some Reading Recovery® strategies and philosophy in teaching my own guided reading lessons.
  • Other Comments

    • Keep up the good work!
    • Please don’t take away Reading Recovery®. The results are very impressive.
    • Early literacy has been in place in (our school) for a long time with Reading Recovery® being added several years after we started the (school) model. As a consequence, our reading/writing instruction is as natural as breathing.