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Primary English Conference A centre for excellence at the Institute of Education 27th November 2013 Reading Recovery Add What is Reading Recovery? – A prevention model – An early intervention – A conceptual challenge to “what is possible?” Key features of Reading Recovery – – – – Early identification Individual help A tailored programme for each child Focus on comprehending messages in texts, and constructing messages in writing How does Reading Recovery work? • • • • • • • • • A school-based literacy intervention For the lowest attaining Year 1 and 2 children Delivered by a highly trained teacher Daily, individual, half-hour lessons For between 12 and 20 weeks Children make accelerated progress Four times normal rate of progress Catch up with peers Continue with average band Prevention Early intervention High expectation Reading Recovery structure Reading Recovery operates a well-established, professional learning model:- Teachers trained by Teacher leaders trained by National leaders The live lesson Reading Recovery quality assurance • • • • • • • Quality assurance in Reading Recovery is supported by: Teacher leader visits to teachers National leader visits to teacher leaders Link teachers undertaking exit assessments On going monitoring An annual accreditation process for teachers and schools Standards & Guidelines: For the implementation of Reading Recovery in Europe (European Centre for Reading Recovery, 2012) Who can access Reading Recovery? • The poorest achievers in reading and writing in the class or age group, irrespective of IQ, special needs categories, first language, learning disabilities, glue ear, or immaturity • Lessons are individually designed and individually delivered to meet each child where he or she is • The percentage of children helped is defined by the system’s resources What happens for children in Reading Recovery? What will happen in Reading Recovery for your six year old, lowest attainers in literacy? • After 15 to 20 weeks, all will be reading and writing • Eight in every 10 will be at age level or higher • More than half will still be at age level or higher by the age of 11, and all will be competent readers • A very much smaller group will be reliably identified as having Special Educational Needs (SEN) SOURCE: European Centre for Reading Recovery (2011-12) Reading Recovery lessons Every Reading Recovery lesson includes: •Re-reading two or three familiar books •Re-reading yesterday’s new book (using a running record analysis and teaching point) •Letter and word work •Comprising and writing the child’s own story •Specific techniques for phonemic analysis •Assembling the ‘cut-up’ story •Introducing and reading a new book Mapping reading ability Average progress reader Reading ability Low progress reader 5 6 7 Age 8 Mapping reading ability Average progress reader Reading ability Low progress reader 5 6 7 Age 8 Reading Recovery reader A ‘Bell Diagram’ of distribution Children identified for Reading Recovery are the lowest attaining in their age cohort low Number of children mean high Literacy attainment Reading Recovery takes 84% of children from Typical Reading Recovery book Level 1 text To this Typical Reading Recovery book Level 17 text Case study Before Reading Recovery Case study After 20 weeks in Reading Recovery Case study In July that same year National evidence • In the period 2011-12, over 14,936 children were served in Reading Recovery • Of those, 82% made enough progress to enable attainment of average, or higher than average, levels of literacy for their age SOURCE: European Centre for Reading Recovery (2011-12) An intervention that works • Accelerated progress pupils gain a mean of 24 months in reading age • Average programme length for accelerated progress pupils is 18 weeks (72 lessons) • Accelerated progress pupils advance at five to six times the normal rate • Pupils who make progress still advance at two to three times the normal rate SOURCE: European Centre for Reading Recovery (2011-12) Gender Boys Girls Accelerated Progress Number Percentage 6,457 80.5 4,459 84.6 This suggests that factors which affect boys’ literacy, causing them to be more likely to get into difficulties, emerge early and continue to exist in spite of improvements in literacy teaching in schools. SOURCE: European Centre for Reading Recovery (2011-12) ECAR Every Child a Reader …….....Reading Recovery………… FFT Fischer Family Trust BRP Boosting Reading Potential (Better Reading Partners) TP Talking Partners • Now that we know almost all children can catch up with their peers within six months, and go through their school life as good readers and writers, if we say that the intervention to achieve this is too expensive, we are saying that some children are only entitled to a low budget education which does not include literacy. Who would want that for their child?” • Julia Douetil, Head of the European Centre for Reading Recovery.