Teachers and policymakers should focus on learning disruption research when returning to school following the COVID-19 pandemic rather than learning loss research, according to a new paper by UCL Institute of Education (IOE) academics.
IOE News, 7 September 2021
A new edition of a book aimed at helping teachers to teach effective guided reading lessons for children aged 4-7 has been published.
IOE News, 30 June 2021
As part of the 2021 Reading Recovery Read Aloud in England, Scotland, Ireland and Malta, adults are sharing their favourite stories with children throughout March.
IOE News, 17 March 2021
Season’s greetings from Reading Recovery Europe
Education Endowment Foundation, September 2020
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)
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.
A Nottingham primary school has been praised after it was placed in the top one per cent in the country for reading. Reading lead and reading recovery teacher, Julie Doyle, believes this achievement is down to early intervention from the school as well as the support of parents and governors.
Nottinghampost.com, 14 February 2020
”The Commission has also noted the success, rooted in significant investment for each child, of the Reading Recovery literacy programme, an early intervention designed to help the lowest attaining children aged five and six learn to read. A study by Pro Bono Economics reported on research which found that: “Reading Recovery support increased the likelihood that a child will attain 5+ good GCSEs (including Maths and English) by 18 – 26 percentage points and reduced the proportion of children requiring a SEN Statement/EHCP by 7 percentage points.”
Association of School and College Leaders (ASCL), September 2019
Sneinton C of E Primary School have been celebrating the success of over 10 years of Reading Recovery.
Reading Recovery Europe News, 11 July 2019
Malta’s National Literacy Agency is visiting Bristol schools (9-10 July) to see how Reading Recovery can reduce the number of children struggling to learn literacy and have wider benefits across the school.
IOE News, 9 June 2019
Dr Sue Bodman discusses how literacy interventions can help children with long-term difficulties…
Education for Everybody, issue 61, 5 June 2019
Schools in Portsmouth that undertake the Reading Recovery programme have received a visit from a Spanish academic today (Tuesday 14 May) who observed how schools are helping struggling readers overcome their problems with literacy.
IOE News, 14 May 2019
New research shows that early intervention can have a lasting effect on children’s literacy - helping to close the disadvantage gap, explains Dr Susan Bodman...
teachwire, 8 April 2019
Nearly 3,000 primary age children in Brighton & Hove who have struggled with learning to read have been helped over the last 10 years by a specialist reading scheme.
Newsroom, Brighton & Hove City Council, 7 March 2019
London schoolchildren have been discovering the power of reading in an event held at UCL Institute of Education (IOE).
IOE News, 4 March 2019
Youngsters put reading skills to the test
VIP visitor left Neilston pupils with story to tell
Barrhead News, East Renfrewshire, 20 February 2019
‘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.’
- Hurry, J. and Fridkin, L. (2018), The impact of Reading Recovery ten years after intervention’, UCL Institute of Education
- Pro Bono Economics (2018), ‘Assessing the impact of the Reading Recovery programme. An economic evaluation’.
KPMG, 5 December 2018
Reading Recovery and the KPMG report
Reading Recovery is one of the most powerful ways to address the needs of struggling readers in the early years. As an effective early intervention for the lowest attaining pupils, it has always welcomed robust evaluations from independent sources to inform its development. Since Reading Recovery was introduced in the United Kingdom and Europe in 1990, data have been collected and analysed for each of the 200,887 children served allowing its impact to be assessed independently and in a variety of ways.
The most recent evaluation compared outcomes for pupils admitted to Reading Recovery in 2005 with a group of pupils, matched by attainment and in different schools who did not receive the treatment (Hurry and Fridkin, 2019). Ten years on, the findings show that the Reading Recovery pupils were more than twice as likely as the control group to achieve five or more good GCSEs including English and mathematics. A companion cost-benefit analysis calculated the benefits from these enhanced levels of attainment at GCSE.
A third group of children in Reading Recovery schools who were given small group provision rather than one-to-one lessons also did better at GCSE than the group of pupils who received no treatment, but they did not perform as well as the children who received Reading Recovery. This is consistent with the vision of Reading Recovery which addresses individual children’s needs within a systemic framework, using the Reading Recovery teacher’s expertise to enhance literacy tuition for weaker readers throughout the school.
Reading Recovery is fully committed to putting its impact to the test and will continue to welcome fair and objective evaluations of its implementation.
Bristol City Council Newsroom, 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
UCL Insitute of Education, 4 December 2018
Learn about Every Child Our Future – Jersey. Reading Recovery teachers in Jersey work with children who are severely behind their peers.
“As soon as we started in September he excelled and now he is in the highest group in his class.”
ECOF - Jersey, video, November 2018
Reading Recovery is one of a small number of programmes given as examples of effective early intervention in a new report launched by the Early Intervention Foundation Realising the potential of early intervention.
Early Intervention Foundation, 31 October 2018
"Our goal is to enable as many children as possible to be literate".
Learn about the work of Reading Recovery Europe: http://bit.ly/2yxKcMV
UCL Institute of Education, YouTube, 25 October 2018
A study published in Educational Evaluation and Policy Analysis presents findings from a four-year evaluation of a national scale-up of Reading Recovery - a one-to-one reading intervention for struggling first grade (Year 2) readers.
Institute for Effective Education, 15 May 2018
Mentions Reading Recovery in East Renfrewshire
Barrhead News, 25 April 2018
The Institute for Effective Education has rated Reading Recovery as STRONG evidence for primary reading.
'Reading Recovery has been rated as 'strong' for primary reading. This is the highest possible rating and lets educators know that the intervention has a good chance of improving pupils' outcomes if implemented as designed.'
Institute for Effective Education, University of York, 11 April 2018
Nottinghamshire first-team squad members Tom Moores and Ben Kitt took time out from their pre-season preparations to listen to children from Rosslyn Park Primary and Nursery School read excerpts from their favourite books.
Trent Bridge News, 27 March 2018
UCL News, TV Malta, 15 March 2018
Limerick Today, 4 March 2018
Pupils from Bristol primary schools are getting a chance to read their favourite books to a series of high profile people this February as part of a month long celebration of reading.
Bristol City Council Newsroom, 22 February 2018
On Tuesday 20th February, North Beckton Primary celebrated the achievements of some of our children, who with the help of their parents and the school, had overcome literacy difficulties through the Reading Recovery Intervention.
North Beckton Primary School, 23 February 2018
The children were taking part in the International Literacy Centre's Read Aloud month, which is a series of events celebrating the pupils' achievements in learning to read and encouraging them to become role models for other youngsters.
Evening Times, Glasgow, 5 February 2018
All about... literacy
Effective literacy teaching involves much more than synthetic phonics
Nursery World, 5 February 2018
Dagenham schoolchildren were handed the stage at the British Library today to celebrate their reading achievements.
Year One pupils from Grafton Primary have been taking part in UCL's Institute of Education programme, Reading Recovery, aimed at getting struggling readers up to speed.
Barking and Dagenham Post, 31 January 2018
UCL Institute of Education (IOE) and the British Library today celebrated the achievements of London school children who have overcome problems with literacy through the IOE's Reading Recovery Programme.
UCL Institute of Education, 31 January 2018