Reading Recovery is a school-based literacy programme designed for the lowest achieving children aged five or six, which enables them to reach age-expected levels within 12-20 weeks.
Recently launched research shows long-lasting change can come from Reading Recovery ~ Change that benefits not only individuals, but society as a whole.
Hurry, J and Friedkin, L. (2018) The impact of Reading Recovery ten years after intervention, UCL Institute of Education
According to the EEF there are only a handful of literacy catch-up programmes in the UK for which there is robust evidence of success.
Of these, Reading Recovery receives the highest rankings for strength of evidence of impact given by International and UK ‘What Works Centres’.
It involves a short series of daily one-to-one lessons for 30 minutes with a specially trained teacher.
Reading Recovery is different for every child starting from what the child knows and what the child needs to learn next.
The focus of each lesson is to comprehend messages in reading and construct messages in writing, and learn how to attend to print detail whilst maintaining their focus on meaning.
Reading Recovery enables the attainment gap for disadvantaged children to be closed.
All children make progress, with more than four in five succeeding in reaching age-expected levels.
Being a teacher in Reading Recovery is demanding and challenging but also incredibly rewarding, so that only qualified and experienced teachers can be trained.
The Initial Professional Development (IPD) course is internationally recognised and accredited by UCL Institute of Education and led by Jennifer Harrison the Reading Recovery Teacher Leader for Kent and South East London.