Ongoing Professional Learning for Trained Reading Recovery Teachers
Dates and Venue to be advised following close of registrations
Reading Recovery is a key literacy intervention for Year One students in the Diocese of Sandhurst, designed to build teachers’ capacity to make a difference for all students. Reading Recovery is effective at lifting the literacy achievement of young struggling learners because it
Increases the teaching time
Provides increased opportunities to engage in active, cognitive processing of print, and
Supports progress with ‘on-line scaffolding of learning’ on everyday printed materials.
Reading Recovery teachers demonstrate and support students into ways of problem-solving texts that are used by effective readers and writers. Factors that make Reading Recovery different from other interventions are, the
Intensity of teaching
Consistency of support
Immediacy of feedback, and
Quality of teaching.
Reading Recovery teachers learn to be responsive to each student in individualised lessons and to make effective teaching decisions ‘on the run’ based on evidence of each child’s responses. They learn how to:
systematically and regularly assess each child’s current understandings
closely observe and record behaviours for evidence of progress
use teaching procedures competently and appropriately
put their observations and analyses into words and articulate their questions and challenges
self-analyse teaching decisions to determine the effect on each child’s learning
tailor interactions to extend each child’s understandings
communicate about Reading Recovery within the school
communicate regularly with the classroom teacher about each child’s progress
Trained Reading Recovery teachers attend six x 2.5-hours Ongoing Professional Learning sessions throughout the school year. At these sessions, they teach for their peers as required, to enable the group to observe and analyse student responses. In addition to the sessions, trained Reading Recovery teachers teach a number of students in individualised lessons on a daily basis, whilst collecting, analysing and maintaining data on these students. They also participate in onsite professional learning with a Reading Recovery Tutor to discuss student progress and improve teaching practice.
Reading Recovery teachers participating in this professional learning will need to access to two reference texts to support their learning and teaching:
Clay, M.M. (2016) Literacy Lessons Designed for Individuals (2nd ed.). Auckland, New Zealand.
Clay, M.M. (2019) An Observation Survey of Early Literacy Achievement (4th ed.). Auckland, New Zealand.