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  • Reading Recovery

    Reading Recovery is a school-based, early intervention program which focuses on children who, after one year of schooling, despite quality classroom programs, are not making adequate progress in reading and writing. Analysis of data since 2007, across the Diocese of Sale, indicates that Reading Recovery is more successful than other intervention programs.

    The goal of Reading Recovery is to reduce the number of Year 1 students having difficulties learning to read and write. Students receive a series of individual, 30-minute Reading Recovery lessons daily from a specially trained teacher.

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    Since 2007, the CEO Sale has supported its schools through the training of new Reading Recovery Teachers and supervising the program in schools that offer it. All Reading Recovery Teachers participate in the Professional Development program of Continuing Contact.

    Effective implementation of the program means that each child may be involved in the program for up to 20 weeks which is the equivalent to 2 full weeks at school:

    • 20 weeks  X  5 lessons = 100 lessons 
    • 100 lessons X 30 minutes =  50 hours 
    • 50 hours of learning =  2 weeks of school

    The CEO Sale adopts the Victorian Department of Education and Early Childhood Development (DEECD) Reading Recovery Guidelines. These Guidelines aim to maximise Reading Recovery effectiveness in Victorian schools and assure the provision of a quality intervention for students. The Guidelines reflect the intent of the Australian National Standards which are based on research and current effective practice.

    To download a copy of the Victorian Reading Recovery Guidelines, please click here.

    Professional Development for Reading Recovery Teachers

    The CEO Sale has offered formal training of Reading Recovery as a core Second Wave intervention program for Literacy since 2007. This training is based upon the DEECD Reading Recovery Guidelines.

    Once a Reading Recovery Teacher has undertaken a full academic year of initial professional development, they are supported in subsequent years by ongoing development sessions. The comprehensive staff development model ensures the quality of teaching and implementation in schools and the Diocese. Integral to Reading Recovery professional development is the use of a one-way glass, with class members observing lessons and talking about a child’s behaviours and a teacher’s teaching decisions.

    Training Reading Recovery Teachers

    Schools expressing an interest to train a Reading Recovery Teacher need to consider the following Staffing, School Arrangements and Resource issues:

    • The teacher should be an experienced Early Years of schooling teacher. Previous participation in a Literacy Professional Development Program would be an advantage
    • The Reading Recovery Inservice Program is not intended as a traditional Professional Development Program for teachers
    • Teachers in senior leadership positions usually find it difficult to give precedence to Reading Recovery over other duties. For this reason, it is recommended that these teachers do not undertake the training course
    • Reading Recovery teachers are required to attend a year-long-inservice course i.e. consideration must be given to leave and transfer to other duties
    • The Inservice Course consists of:

      –    2 full days at the beginning of the year

      –    Half day sessions per fortnight for the rest of the year

      –    1 full day session in term three – this would replace one of the half day sessions

      –    Colleague visits to other trainees

      –    A minimum of 6 tutor visits
    • As teachers participate, they simultaneously implement Reading Recovery in their schools
    • The teacher and the school must give a commitment to the training program for the entire year
    • The Reading Recovery Teacher is required to teach four children individually in half hour sessions daily (5 times per week) and undertake record keeping and analysis.  Therefore, the recommended time allocation is a minimum 2 hours and 30 minutes per week.
    • The commitment of the teacher to the program takes precedence over other claims on the teacher concerned eg school camps, excursions, CRT replacement etc
    • The school will need to organise for another member of staff to be identified and trained as an independent observer
    • A small, quiet area is needed within the school for the teacher to work with individual children that is conducive to learning.
    • Consultation with parents and classroom teachers is vital. Reading Recovery works in conjunction with the classroom program … it does not replace it.
    • Schools need to ensure sufficient funding is allocated to cover the purchase of books and materials, furniture and teacher’s attendance at training sessions
    • The inservices are conducted by a trained Reading Recovery Tutor. The tutor will visit trainees a minimum of 6 times during their training year
    • Teachers training in Reading Recovery are expected to continue implementing the program the following year.
    • Once a teacher is trained they are expected to maintain program integrity, attend at least 6 half day inservice sessions, continue to maintain records and analyse data