1. Reading Recovery St. Alban’s Catholic Primary School

2. 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

3. Introduction and background Charlotte Clowes & Christine Milburn
What is Every Child a Reader ?
Reading Recovery
Fischer Family Trust
Inference Training
Better Reading Partnerships
Reading Coaches

4. The “Win-Win” Outcomes of Reading Recovery
Successfully returned to average attainment for age (made accelerated progress) = 80.2%
Reading
Recovery
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)

5. The cornerstone of a layered approach to literacy intervention
Quality first teaching
Majority
Group interventions (possibly with TA)
Just below average
One-to-one teaching (possibly with TA)
Struggling
Reading Recovery
Lowest attaining

6. An Intervention that works
Mean reading age gain of 21 months
Average 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

7. What will happen in RR for your lowest attaining 6 year olds in literacy?
After weeks all will be reading and writing
8+ out of 10 will be at age level or better
More than half will still be at age level or better at 11 and all will be competent readers
A very much smaller group will be reliably identified as having special educational needs.
Out of the four children in my first cohort all discontinued.

8. Mapping reading ability
Age
Average progress reader
Low progress reader
Reading Recovery reader

9. Reading Recovery takes 80% of children from
Typical Reading Recovery book Level one text

10. To this
Typical Reading Recovery book Level 17 text

11. ‘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

12. 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.

13. 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.
Get across that we take the HARDEST TO TEACH children. The ones that as a class teacher you do not know what to do with.

14. Child A – Discontinued after 15 weeks
Now back in class at age related reading level.

15. What happens for children in Reading Recovery?

16. 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

17. 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

18. KEY FEATURES Early identification. Individual help.
Different programme for each child.
Focus on comprehending messages in text and constructing messages in writing.

19. The RR Teacher year-long PD courseinvolves -
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.

20. 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

21. READING RECOVERY AGREEMENT
Building Effective Partnerships
READING RECOVERY AGREEMENT
The School
We 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 Carer
I 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
Consent involves permission for teaching, possible visits to the RR centre for PD sessions and for data to be collected on the web-based data entry site.
Visits to lessons give opportunities to discuss their child’s progress and to offer support for literacy at home.

22. The reading process: Finding sources of information in print
Visual information
Structure/grammatical information
Meaning – reading for understanding

23. Visual information Letters: Words: Shape/ orientation Phonemes
high frequency words e.g. house, my, me, you
Syllables
Chunks/ strings/ endings
Visual Information: everything to do with words, letter knowledge/ recognition/ differentiation
e.g.
b/ d, p /q, t/ l
letter-sound relationships
phonics and skills of blending and segmenting
words within words
chunks of sounds
onset/ rime
High frequency words
punctuation

24. Structure Predicting: Verb, noun agreement: Grammatical sense:
‘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’
Structure: the arrangement of words in the sentence in order to make it sound right (syntax); and grammar: the relationship between the words in a sentence
This is an important source of information for readers to check when reading
Text structure is clearly linked to oral language structures, but pupils do have to learn text language and text structure. These are sometimes different to the way we speak
Repetitive texts are critical to early readers to enable them to transfer their knowledge from one page to the next
How could this be supportive for developing readers?

25. Meaning Meaning: reading for understanding, with
the expectation that everything read
must 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
What is meant by the term ‘meaning’?
Meaning can be obtained from the pictures, title and context.
Prior knowledge is useful but it isn’t a source of information directly available in a text
Access to prior knowledge will enable the pupil to bring meaning into problem-solving words and underpins understanding text
Note that what we want a student to do when meaning, visual information or structure is disrupted is NOTICE the inconsistency and CHECK what they have read.

26. Sources of information
Does that make sense?
Does that
sound right?
look right?
Meaning
Structure
Visual information
Successful readers integrate all three sources of information seamlessly on the run as they read.
After making an error the reader could be asked:
Look at the picture. Does that make sense? (Meaning)
The butterfly landed the flower. Does that sound right? (Structure)
Check the initial letter/ length of word. Does that look right? (Visual)

27. Daily Communication I don’t like my pink medicine.
When a child begins Reading Recovery lessons, daily communication is in the form of a cut-up story and some easy books which go home. The focus is to provide the child with learning contexts which are familiar and can be helpful to change the family’s perspective of the child, to one of active literacy learner.
A cut up story to reassemble

28. CUT UP STORY
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
The cut up story, which the child composed then wrote, or co-wrote with the teacher and reread more than once can be used in class. I have found it helps children to understand much of the reciprocity between reading, writing and speaking, that is that reading is a message getting activity.
When a child composes the message that he will ‘write’ during his lesson it is not a matter of copying words or stories, it is about
Going from ideas in the head
To spoken words
To printed messages
And finding out that you can reconstruct these messages.
This then goes in an envelope to go home as a known text puzzle.

29. 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.
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.
I found this really powerful as although I had always used a book introduction it helps me now to think specifically about each area of information the children will draw upon when they begin to read.

30. Specific praise, calls for action and no-nonsense prompts!
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?
The idea here is that too much teacher talk interfers with solving a problem. When the child must attend to something, or must pull something together, the prompt should be short, clear, and direct. What is the next most helpful thing this child could do?
Short prompts give a maximum of information to the child using the fewest words.

31. 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
A short prompt from the coach can act as a reminder for something the child has done successfully before and could use again in this situation ro may be a spur to look more closely or consider what would make sense and sound right in this situation.

32. 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…’
Still important to praise and prompt but this should be short, clear, direct – and should not interfere with the reading/writing process. There is very little time and a lot of what we say wastes time and is confusing to the child therefore we are very specific and cut out all the gibberish!
Which cue sources do examples two and three reinforce?

33. 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...’
Refer to these examples of specific praise:
Which cue sources do examples two and three reinforce?

34. Activity - How and when you might prompt a pupil for these errors
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. events I joined a club as soon as my dad gave me a bike. got It 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
This activity gives participants an opportunity to practise using a range of prompts to support reading
Talk them through the slide and not child response above the line and correct text below
Explain the correct test word is written below the error
Allow time to work in pairs using the prompts in their booklet, share within small groups then feedback and discuss

35. ECaR at St. Alban’s – embedding the principals throughout school
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

36. Contact and sharing cjclowes@hotmail.co.uk St Alban’s CPS 01625 425905
MEGAN DIXON
ASH GROVE