Reading Recovery is currently suspended due to staff redeployment. We hope to be able to offer this again in the future,
Who delivers Reading Recovery?
Reading Recovery is delivered by a specialist teacher; Mrs Mills is our Reading Recovery Teacher. She has a dedicated space for these sessions to take place uninterrupted in the Langar Room.
What is Reading Recovery?
Reading Recovery is designed for year 1 children, who are the lowest achieving in literacy after their first year of school. They receive a series of intensive, individual lessons, for 30 minutes every day for about 20 weeks with our specially trained teacher, Mrs Mills with an aim to heal their learning gaps. The programme is different for every child, starting from what the child knows and what he/she needs to learn next. The focus of each lesson is to comprehend messages in reading and construct messages in writing, learning how to attend to detail without losing focus on meaning. The lesson series finishes when the child is able to read and write without help, at the appropriate level for their age.
How do we identify if a child would benefit from Reading Recovery?
Those children who have not attained their Early Learning Goals in Literacy will complete an Observational Survey. This involves a variety of tasks involving letter identification, word reading and hearing sounds in words. These tasks are then analysed by Mrs Mills in collaboration with a Reading Recovery Link teacher. The children are then chosen from this analysis.
What does a Reading Recovery lesson look like?
Each session begins with the child reading a familiar book. A book that was introduced to them the day before is then read by the child, with Mrs Mills taking a record of words read correctly and those the child has struggled with. This is then analysed to see how challenging the book has been. Following this, a letter sort/activity takes place and tricky words are practiced to ensure the child remembers them. Next, Mrs Mills and the child discuss a topic that is of interest to the child and formulate a ‘story’ which then forms the basis of the child’s written sentence. This sentence is written onto a strip of paper by Mrs Mills, who then cuts it up and asks the child to reassemble it, with spaces between words as if the child was writing it into a book. Finally, a new book is introduced to the child.