Reading Recovery is an accredited school-based literacy intervention for six year olds who are the lowest attaining in reading and writing.
The intervention’s goal is to enable these pupils to catch up with their classroom peers and reach age-expected levels within 20 weeks.
We promote Reading Recovery and the high quality professional learning for teachers it provides that enable all children to achieve excellence in literacy.
Reading Recovery Europe has responsibility for monitoring and maintaining the quality and integrity of Reading Recovery across Europe.
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Reading Recovery Europe national leaders are experts in literacy learning and literacy difficulties internationally.
Our bespoke consultancy service provides conference keynotes, INSET sessions and short courses which can be tailored to the needs of schools, local authorities and publishers.
UCL Institute of Education, in association with Reading Recovery Europe, has published four books for classroom teachers that support guided reading at Key Stages 1 and 2.
These enable classroom teachers and school librarians to evaluate the reading challenge in guided reading books so that children of different abilities and ages can be matched to books of appropriate difficulty.
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EEF - Improving Literacy in KS1 Guidance Report
The aim of this recently published guidance is to ‘support consistently excellent, evidence-informed literacy provision for children throughout their time in school and whatever their background’ (p.2). The report contains eight key recommendations to impact children’s learning in KS1 and cites Reading Recovery as an evidence-based approach:
There is extensive and consistent evidence of the impact of intensive small group and one-to-one support. Significantly, this tutoring seems most impactful for younger pupils, particularly when the additional support is offered in school or when focused on reading. There are many intervention programmes available for schools to purchase, however, only a handful of targeted literacy programmes have been rigorously evaluated in England or evaluated with KS1 pupils.
Reading Recovery, an intensive teacher-led 1:1 reading programme for KS1 pupils, is highlighted by the EIF guidebook for the positive impacts found in several high-quality evaluations conducted in America.
This is consistent with the evidence that 1:1 tuition can have particularly positive impacts if delivered by a teacher. (p.47)
Read the full report, EEF, September 2020.
Recommendation 8 (p.9)
Use high-quality structured interventions to help pupils who are struggling with their literacy
- Schools should initially focus on ensuring they offer high quality in-class support for the whole class. However, even when excellent classroom teaching is in place, it is likely that a small but significant number of children will require additional targeted literacy support.
- Use accurate assessment of capabilities and difficulties to ensure interventions are appropriately matched to pupils needs.
- Use one-to-one and small-group tutoring ideally involving structured interventions. There is consistent evidence the approach supports children struggling with aspects of literacy.
- Regularly review children’s progress whilst they are part of the intervention to ensure the support indeed enhances their learning.
Read case studies of effective Reading Recovery intervention.
The evidence base for the impact of Reading Recovery.
Contact your local Teacher Leader about training a Reading Recovery teacher for your school.
‘Two independent research reports commissioned by the KPMG Foundation into the long-term benefits of Reading Recovery, reveal that the intervention helps close the GCSE attainment gap between these children and their peers. The research shows that Reading Recovery has the potential to deliver up to £1.2 billion to the economy in the form of increased lifetime earnings and reduced costs for special educational needs and disabilities (SEND) services.’
Read the full KPMG press release.
Read the UCL press release.
KPMG, 5 December 2018
Reading Recovery participants more than twice as likely than similar children to achieve five or more good GCSEs 10 years later.
TES, 5 December 2018
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