Reading Recovery
Developed by New Zealand educator Dr. Marie M. Clay, Reading Recovery is a short-term intervention for children who have the lowest achievement literacy learning in the first grade. Children meet individually with a specially trained teacher for 30 minutes each day for an average of 12 - 20 weeks. The goal is for children to develop effective reading and writing strategies in order to work within an average range of classroom performance.
Reading Recovery is an early intervention. Proficient readers and writers develop early. There is strong evidence in the research literature that retention in grade level and long-term remediation efforts do not enable low-progress children to catch up with grade-level peers so that they can profit from classroom instruction. There is also evidence that school failure leads to lack of self-esteem, diminished confidence, school dropout, and other negative outcomes.
It is, therefore, necessary to redirect educational policy and funding to the prevention of reading failure. Reading Recovery has a strong track record of preventing literacy failure for many first graders through early intervention.
Reading Recovery is an early intervention. Proficient readers and writers develop early. There is strong evidence in the research literature that retention in grade level and long-term remediation efforts do not enable low-progress children to catch up with grade-level peers so that they can profit from classroom instruction. There is also evidence that school failure leads to lack of self-esteem, diminished confidence, school dropout, and other negative outcomes.
It is, therefore, necessary to redirect educational policy and funding to the prevention of reading failure. Reading Recovery has a strong track record of preventing literacy failure for many first graders through early intervention.