Reading Recovery

Reading Recovery is an early intervention program for first grade students. It is a supplemental reading program that does not take the place of reading instruction in the classroom. Specially trained Reading Recovery teachers meet with students individually for thirty minutes daily. These teachers continue their training every year.

Students in the Reading Recovery program are taught to use strategies that will help them become better readers and writers. These strategies include using the meaning and structure of language, as well as the phonological aspects of language.

Reading Recovery students are in the program for an average of 12-20 weeks. When they make the necessary progress, as determined by the classroom teacher and the Reading Recovery teacher, they are assessed for discontinuation from the program. Reading Recovery students are expected to continue to make progress in the classroom at an average or higher level.

PARENTS ARE ESSENTIAL TO THE SUCCESS OF THE READING RECOVERY PROGRAM! Each day the students will bring home some books. Parents help by listening to their child read, and assist by encouraging them to use cues to problem-solve rather than giving answers. Students will also bring home a cutup story each day. Parents can help (if necessary) to reassemble and reread the story.


Each day your child will be bringing home books to share with you. Since parental involvement is part of what makes the Reading Recovery program successful, here are some tips to use while supporting your child's reading efforts.

Give your child time to make an attempt on an unknown word. A few seconds of uninterrupted wait time is important - it allows the reader time to think and process what is known, and possibly make connections to the unknown.

Accentuate the positive! When children feel good about their reading, they want to read more. The more they read, the better readers they become. Your loving support encourages and assists your child as an emerging reader.

Eliminate the negative! Rather than pointing out errors, comment on what is done correctly.
"I like the way your reading sounds like talking!"
"I like the way you noticed that was wrong and fixed it!"
"I like the way you reread that to check it!"

A good attempt deserves praise too! Even though it may be incorrect, say "I like the way you tried to work on that!" use positive feedback to encourage further attempts.

If you notice frustration, acknowledge the child's efforts. Do not hesitate to let your child know that you appreciate their hard work. Children (just like us!) love to hear positive feedback.