Reading Recovery by Marie Clay

READING
RECOVERY
By
Marie Clay
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About Reading Recovery
• Reading Recovery is an early literacy
intervention designed for children who
clearly show that they have already
become at risk in literacy learning in
their classroom by the end of the first
year at school.
• Reading Recovery takes the lowest
achieving children and aims to bring
them to average bands of literacy
performance in a relatively short period
of time.
• Reading Recovery teachers, trained in
systematic observation of literacy
behaviors, identify potential Reading
Recovery children in consultation with
other school staff.
• Lessons are individually designed and
delivered and emphasize change
according to individual needs across a
series of daily lessons.
• Designed as a system intervention,
Reading Recovery demonstrates cost
effectiveness by returning two-thirds or
more of the children to average
performance levels in all countries.
Factors that enable Reading Recovery to work
successfully in a variety of international educa
tional settings cluster in five areas:
• Reading Recovery guidelines guard against shifts
toward ineffective practices.
• A long period of training prepares teachers to be
decision makers.
• Components of the Reading Recovery lesson support both
perceptual and cognitive processing.
• Reading Recovery demonstrates the utility of a complex
theory of learning.
• Emphasis is placed on constructive learners who push the
boundaries of their own learning and become independent
problem solvers.
Who is the proponent of this
program?
• Marie Clay (1991) is the author of
this New Zealand originated program
and author of three texts whose
research based approaches and
techniques are constantly referred to
and used as a guide to instruction.
How does RRP conducted?
• Reading Recovery teachers quickly learn the
value of this one-to-one approach to teaching.
• Five day weeks, thirty minutes per lesson for

twenty weeks follow a six part observation survey
of the child's present literacy knowledge. The first
two weeks are devoted to "roaming around the
known", where the teacher spends time
reinforcing known letters, sounds, and concepts of
print.
• "Roaming around the known"
provides time for teacher and student to
develop trust and to cultivate an attitude
of risk taking initiative without the fear of
failure hindering their attempts.
Instruction commences after a full 10
days of roaming.
• Every lesson involves readings of
familiar text, a "running record",
magnetic letter work, "making and
breaking", journal writing, and an
introduction to a new book.
• Running records provide the teacher
insight into the strategies that the child
has adopted in decoding.
• Three categories are scrutinized when
reviewing a running record: Meaning,
Syntax (Structure) and Visual. These
areas provide insight into the thought
processes of the reader and are translated into
specific teaching points for later lessons. The
last running record of each week is recorded
and graphed for projected progress.
How does this program helps?
• Reading Recovery changes a
teacher's view of teaching reading by
holding him/her responsible for
moving students forward in a very
measured and noticeable way.
What is the possible issue?
• However, after children leave the
instruction there is potential for
backsliding. Reading Recovery is not a
"fix all", but rather a jumpstart for
children lacking literacy enhancing life
experiences. It is a tool for early
prevention of literacy failure.
Implication of the program
• The Reading Recovery teacher is one
reason for the success or failure of a
student, never only the parents,
school or homeroom teacher. It also is
a program that is dependent on
further interventions for its long-term
success.
Implication of the program
• Literacy groups need to be in place
and grades following need to have tea
chers who understand the concept of
moving children from where they are.
Reading Recovery also reduces future
referral to special education and
programs for at-risk children.
Advantages of the program
• Research shows that three-fourths of studen
ts who have completed Reading Recovery in
struction demonstrate improved test scores
on national achievement tests.
• The research also found that students contin
ued to score in the average or above averag
e range in grades two to five (Brown, Dento
n, Kelly, & Neal, 1999). This clearly indicates
the long term advantage of early interventio
n using Reading Recovery.

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READING

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• Five day weeks, thirty minutes per lesson for

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