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Reading Recovery St. Alban’s Catholic Primary School
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Aims of the session:
• To gain further understanding of ‘Every Child a Reader’ • Reading Recovery and what it involves• Impact of the intervention in our school• Methods to use in school which will help children to problem solve in
reading more effectively
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Introduction and backgroundCharlotte Clowes & Christine MilburnWhat is Every Child a Reader ?• Reading Recovery• Fischer Family Trust• Inference Training• Better Reading Partnerships• Reading Coaches
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The “Win-Win” Outcomes of Reading Recovery
Successfully returned to average attainment for age (made
accelerated progress) = 80.2%
Progressed but not yet at average attainment levels for age (made progress) = 19.8%
High quality assessment and information about learning strengths to help maintain enhanced support, statutory assessment and placement
SOURCE: European Centre for Reading Recovery (2010)
Reading Recovery
The cornerstone of a layered approach to literacy intervention
Quality first teaching MajorityGroup interventions (possibly with TA) Just below average
One-to-one teaching (possibly with TA) Struggling
Reading Recovery Lowest attaining
An Intervention that works
Mean reading age gain of 21 monthsAverage programme length
19.5 weeks (less than 5 months) (¾ of my first group discontinued after 15 weeks)
‘Accelerated progress’ at four times the normal rate
‘Progress’ at twice the normal rate Reading Recovery National Network, Annual Data Collection: 2008
What will happen in RR for your lowest
attaining 6 year olds in literacy?
After 15-20 weeks all will be reading and writing8+ out of 10 will be at age level or betterMore than half will still be at age level or better at
11 and all will be competent readersA very much smaller group will be reliably
identified as having special educational needs.Out of the four children in my first cohort all
discontinued.
Mapping reading ability
Average progress reader
Low progress reader
Reading ability
Age 5 6 7 8
Reading Recovery reader
Reading Recovery takes 80% of children from
Typical Reading Recovery book Level one text
To this
Typical Reading Recovery book Level 17 text
‘Progress’ pupils (20%)Those pupils who do not make accelerated progress, still advance significantly, on average moving from book Level one to book Level nine.
Typical Reading Recovery book Level nine text
An Observation Survey (Clay 2002) Running Records Letter Identification Word (Reading) Test Concepts About Print Writing Vocabulary Hearing & Recording Sounds in Words
As well as being used to screen potential RR children, the Observation Survey tests can be used throughout school to build a picture of a child’s literacy understanding. This enables them to advise the Class Teacher about how to help individuals in class. Also in Reception to elicit what they already know and their current knowledge and concepts they already have established about print, Speaking and Listening knowledge.
Who can access Reading Recovery?
The poorest achievers in reading and writing in the class or age group – often the ‘hardest to teach’ children. SEE EVIDENCE FROM SCHOOL
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 resource and the interventions used in school.
Now back in class at age related reading level.
Child A – Discontinued after 15 weeks
What happens for children in Reading
Recovery?
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
Reading Recovery lessons
• Comprising and writing the child’s own story
• Specific techniques for phonemic analysis
• Assembling the ‘cut-up’ story• Introducing and reading a new
book
KEY FEATURES
Early identification.
Individual help.
Different programme for each child.
Focus on comprehending messages in text and constructing messages in writing.
• learning to use ‘An Observation
Survey of Early Literacy
Achievement’
• teaching 4 children in RR daily
from the start of training
• participating in a course which
interweaves theory, practice
and inquiry
• ‘teaching behind the screen’ – evaluating your own and peers teaching. Similar to ‘lesson study’ approach.
The RR Teacher year-long PD courseinvolves -
RR Teacher course contd… to develop critical reflection
learning to use feedback with teacher-colleagues
learning teaching techniques to promote active learning at text, sentence, word & letter levels
an emphasis on the importance of developing your own professional development, evaluating your own and each others teaching
Building Effective PartnershipsREADING RECOVERY AGREEMENT
The SchoolWe will make sure your child has a Reading Recovery lesson every day.We will provide books for your child to read at home every day.We will make sure you are kept up to date with your child’s progress.We will invite you to come and watch your child’s Reading Recovery lessons.Signed
Position
Date
Parent or CarerI will make sure that my child comes to school regularly.I will give a few minutes each day to read with my child.I will make sure my child brings reading books back to school in good time.I will allow my child to be taken to the Reading Recovery Centre to have a lesson.I will allow information about my child’s Reading Recovery programme to be collected by the Reading Recovery National Network
Visits to lessons give opportunities to discuss their child’s progress and to offer support for literacy at home.
The reading process:Finding sources of information inprint
Visual information Structure/grammatical information Meaning – reading for understanding
Visual information
Letters:◦ Shape/ orientation◦ Phonemes
Words:◦ high frequency words e.g. house, my, me,
you◦ Syllables◦ Chunks/ strings/ endings
Structure Predicting:
‘The little old man and the little old __________’ Verb, noun agreement:
‘The men write their names’ Grammatical sense:
◦ Not omitting words: ‘She went to (the) house’◦ Tense agreement: ‘The boy catched (caught)
the ball’
Meaning
Meaning: reading for understanding, withthe expectation that everything readmust make sense: At the level of each word At the level of a sentence Between sentences Across the whole text In line with experience/knowledge of the
context
Sources of information
Does that sound right?
Does that look right?
Does that make sense?
Meaning
Structure
Visual informati
on
Daily Communication
I don’t like my pink medicine.
A cut up story to reassemble
Makes the interrelationships between reading to writing, writing to speaking and reading to speaking clear as they learn about:
• Assembling messages• One-to-one correspondence of spoken words and written
words• Directional behaviours• Checking behaviours• Monitoring behaviours• Self-correcting behaviours• And breaking the oral language into segments
SHOW VIDEO - Helen and Tobey
CUT UP STORY
Meaning – to make the child familiar with the story and plot‘This is a story all about…’As the child gains competency you may build the anticipation without revealing the ending but the
Structure/syntax of a sentence – to make the child familiar with phrases of language he might not have heard before…
‘This page explains that dad’s job is a MUSICIAN – this part says ‘He plays his violin with lots of other musicians.’ You say that in your talking voice…
Visual – to take the ‘visual’ bugs out of the text before he tries to read it – as an early procedure. Share with the child words you know may cause problems – eg: musician, violin. ‘Make and break’ them with magnetic letters perhaps, draw their attention to them in the text.
INTRODUCING NEW TEXT The first reading of the new book is not a test; it needs to be a successful reading. With a child showing early reading behaviours, or in the first year or two of learning to read it helps if the child knows what the story is about before he reads it.
Contrast the next two example:I really like how you were noticing when you got here that it did not say ‘put it on’ and you went back and fixed it up. You did some good thinking. On this page when you were trying to figure out ‘lion tamer’ I saw you checking the picture. Does it start right for ‘tamer’? Would you expect to see ‘t’ there?__________________________________________________________Better teaching might have sounded more like this:Good thinking! Show me ‘lion’ . Now look at what letter comes next- the first letter or the new word ! What would you expect to see if it was tamer?
Specific praise, calls for action and no-nonsense prompts!
Prompting as a tool for the coach
If a child is not attempting to solve a word a
short prompt or question might help: What could you try? Do you know a word like that? What do you think it could be? Do you know a word that starts with those
letters? What do you know that might help you? Read it all Use the punctuation Get your mouth ready for the first sound
Specific praise, calls for action and no-nonsense prompts! ‘I liked the way you...’ ‘Well done, you went back and made it sound right’ ‘Well done, you looked at the first letter’ ‘That reading sounded very smooth’ ‘I liked the way you checked...’ ‘Make it match…’ Do this…Don’t do that… Try that again… Later more open ended – ‘What did you notice?’ ‘Try that
again…’’Look carefully and think what you know…’ ‘Look for something that might help…’
Specific praise ‘I liked the way you...’ ‘Well done, you went back and made it
sound right’ ‘Well done, you looked at the first letter’ ‘That reading sounded very smooth’ I liked the way you checked...’
Activity - How and when you might prompt a pupil for these errors?Analyse these errors - What information is this child drawing on at text level?
I started riding in trials evenings when I was eleven. eventsI joined a club as soon as my dad gave me a bike. gotIt was slipping down. second hand .
We found it in the Ads section of a motorbike paper. I went a new bike but dad said they cost too much
wanted money. He said he might get me a new bike -when I was a good rider. better
Fischer Family Trust Wave Three Intervention
Reading Coaches (Christine Milburn)
Adapted Reading Recovery sessions for children in Reception as part of Daily Reading session
Inference Training
ECaR at St. Alban’s – embedding the principals throughout school
