The following Frequently Asked Questions should help you find out more about Reading Recovery.How do I get Reading Recovery in my school?
How do I become a Reading Recovery teacher?
How do I get Reading Recovery for my child?
Is Reading Recovery suitable for children with SEN?
Why is Reading Recovery taught one-to-one rather than in small groups?
What is the evidence that Reading Recovery/Every Child a Reader works?
Do children who have received Reading Recovery continue to make progress in subsequent years?
Is Reading Recovery expensive?
Why does Reading Recovery serve the lowest-achieving children?
What is the role of phonics in Reading Recovery?
How can I organise books for teaching reading in my Key Stage 1 classroom to provide a reliable gradient of difficulty?
How do I order a Reading Recovery Guide to Book Selection?
Are there any Reading Recovery centres in Scotland or Northern Ireland?
Is it possible to be trained as a Reading Recovery teacher or teacher leader outside of the UK?
I am currently a Reading Recovery teacher overseas, can I move to the UK and continue teaching Reading Recovery?
How do I get our publications included in Book Bands for Guided Reading/Bridging Bands for Guided Reading/Guiding Reading?
How do I get our publications included in the Reading Recovery Guide to Book Selection?
Reading Recovery centre offering new teacher training (known as Initial Professional Development) by an accredited teacher leader and secure a place on the course for your staff member, who will learn how to deliver Reading Recovery in the school. The teacher leader will be able to provide you with further details about the course, as well as the start date and fee. Alternatively you could advertise for an already trained Reading Recovery teacher on our jobs page. Find out more about the course for new Reading Recovery teachers in our Standards & Guidelines (page 27). Standards & Guidelines, page 27) and complete an accredited Reading Recovery Initial Professional Development course taught by a qualified teacher leader, part-time over a full academic year. Browse our directory of Reading Recovery centres throughout Europe to find the nearest location to train. Find out more about the course for new Reading Recovery teachers in our Standards & Guidelines (page 27). Reading Recovery operates in schools and is designed for the lowest attaining five or six year olds. If you think your child needs Reading Recovery you should talk to their class teacher. See our Advice to parents section for more guidance.
Reading Recovery is targeted at the lowest attaining 5% of children in literacy in Year 1, whatever the reason for their difficulties, which can include pupils already identified as having special educational needs. Reading Recovery is not normally classified as an SEN intervention, but can help such children. Some special schools have, in liaison with local and national leaders, drawn upon Reading Recovery professional development to provide carefully tailored support for their children.
Evaluation of Every Child a Reader (ECaR), May 2011), a mixed-method multi-faceted programme of research to investigate the implementation, impact and value-for-money of the intervention, clearly establishes the effectiveness of the Reading Recovery and ECaR on scientific evidence. Each year we produce an annual monitoring report for the United Kingdom and Ireland, which is based on the data entered by each Reading Recovery teacher on the progress each child has made. This provides information to help us evaluate performance and to shape and improve the intervention. A summary of the annual report is available. continued progress for at least six years after the programme has ended.
1. It is effective in both the short-term and long-term
2. It is a way to reduce costs associated with long-term special education needs and other effects of poor literacy. See The long term costs of literacy difficulties.
3. It is a way to identify children who's needs may be addressed through less intensive literacy programmes, or those in need of specialist provision
4. It is a way to build capacity in teacher expertise through professional development
How can I organise books for teaching reading in my Key Stage 1 classroom to provide a reliable gradient of difficulty?You can order Book Bands for Guided Reading (4th edition), which enables schools to create, audit and supplement a high-quality library of sets of books for use with groups of Foundation and Key Stage 1 children. Talk with your local teacher leader about bespoke professional development for your school around selecting and using books to meet children's differing needs in literacy learning. teacher leader. If you are not a current Reading Recovery teacher we would recommend Book Bands for Guided Reading (4th edition). Mongahan. For Scotland, Redcar & Cleveland is the closest. If you are interested in becoming a Reading Recovery provider for Scotland or Northern Ireland, contact the European Centre for Reading Recovery. European Centre for Reading Recovery can advise potential providers how they might go about it. Training to become a Reading Recovery teacher or teacher leader involves deep professional learning as part of a community of learners, which necessarily requires regular attendance at an accredited site. It cannot be undertaken by short courses or distance learning.
The training to become a Reading Recovery teacher is facilitated by a Reading Recovery teacher leader through a one year Initial Professional Development course at an accredited centre. Reading Recovery teachers receive further professional development through a minimum of six Continuing Professional Development sessions each year, and annual teacher leader and colleague visits for as long as they are teaching Reading Recovery. This provision would need to be factored into the decision to train in the UK as a Reading Recovery teacher.
Training to become a Reading Recovery teacher leader requires attendance at an accredited site to complete Reading Recovery and Literacy Leadership MA, and is a full time, year-long training course (in the UK, this is at Masters level and is through the European Centre for Reading Recovery at the Institute of Education, University of London). We have in the past trained Reading Recovery teacher leaders for Anguilla and for St Kitts and Nevis. This was funded by the respective governments and the teacher leaders relocated to the UK for the year of training. Accreditation as a teacher leader requires ongoing professional development support, including national leader site visits, this cost would need to be factored into the decision to train in the UK as a Reading Recovery teacher leader.
Reading Recovery is available internationally and training may be negotiated in centres overseas for their education systems.
If you wish further information, please email marking it for the attention of Dr Val Hindmarsh.
I am currently a Reading Recovery teacher overseas, can I move to the UK and continue teaching Reading Recovery?To work as a Reading Recovery teacher within the UK from overseas you will firstly need to provide evidence of your Reading Recovery qualification to the teacher leader in the region where you wish to work. The teacher leader will then determine the level of retraining/support required to meet UK standards, which is assessed on an individual basis.
An essential requirement to become a Reading Recovery teacher within the UK is qualified teacher status (QTS). In order to gain QTS the teacher will need to register with the nearest Employment Based Initial Teacher Training (EBITT) Provider (see Teacher Development Agency for details).
The teacher may need to work in a mainstream class as well as teaching Reading Recovery in order to provide evidence to meet the QTS Standards. This process usually takes three-to-12 months, depending on prior experience and evidence obtained.
How do I get our publications included in Book Bands for Guided Reading/Bridging Bands for Guided Reading/Guiding Reading?This publication gathers together books designed and marketed for Guided Reading. The first step to inclusion in our classroom publications would be a review by the editorial committee.
If you would like us to review the materials then please send them in the post, marking them for the attention of Dr Sue Bodman.
This is done by the Review Committee at the IOE, not by teacher groups. If you would like us to review the materials then please send them in the post, marking them for the attention of Dr Sue Bodman.