Te Kete Ipurangi Navigation:

Te Kete Ipurangi
Communities
Schools

Te Kete Ipurangi user options:


New Zealand Curriculum Online navigation

Home

Reading Recovery and Early Literacy Support

Learner-initiated supplementary supports

Applying for Reading Recovery and Early Literacy Support 

Once applications open, schools can apply for Reading Recovery and Early Literacy Support through the RR&ELS app

This replaces the previous application forms (Word document for North Island Schools and Survey Monkey for South Island Schools). 

An RR&ELS application from a school must be made through the RR&ELS app. 

Please refer to the user guide for schools before you start your application. 

Entering Reading Recovery and Early Literacy Support Student Achievement data 

Schools can complete the data entry of the progress, achievement and final outcome annually for their Reading Recovery and Early Literacy Support learners through the RR&ELS app

Watch the explanatory video and refer to the user guide on Reading Recovery and Early Literacy Support Applications website before you start the data entry.  

Actions required

RR&ELS applicants who are the Delegated Authoriser (DA) for their school's ESL account.

  1. Log into ESL, add the "Reading Recovery School User" role and log out of ESL.
  2. Then use the Apply now link and log into Salesforce (SF), with ESL, and complete the application.

For other users, your school DA needs to assign the "Reading Recovery School User" role to you.

Access/Login issues

If you are having trouble logging in/viewing the application link, please check the following before you contact the Education Service Desk.

  • You have been authorised by your Delegated Authoriser (DA) to use the RR&ELS Salesforce Solution. Often the DA is the principal, but not necessarily in large schools. If you are the DA, assign the role to yourself.
  • Ensure you are using the CHROME internet browser. The RR&ELS Salesforce Solution is best on the CHROME browser and can exhibit unexpected behaviour when accessed via other browsers.
  • Ensure you have logged out and logged back in after your DA has assigned the Reading Recovery School User role.

How to get help

Further information about RR&ELS Application is on the Education Service website Reading Recovery and Early Literacy Support (RR&ELS) page.

Further guidance for school Delegated Authorisers is available at: Support for school Delegated Authorisers.

For Education Sector Logon (ESL) support, contact the Education Service Desk.

Further guidance for school users is available on the Education Sector Logon Self-Service page.

For support on the RR&ELS application, you can contact us at RRandELS.mailbox@education.govt.nz.

Enhanced support for early literacy

Following an evaluation in 2019, we are enhancing Reading Recovery. Now known as Reading Recovery and Early Literacy Support, the programme provides a three-tier approach to supporting early literacy in schools that will enable a broader range of ākonga to access literacy support.

  • Tier 1 – Reading Recovery and Early Literacy Support kaiako will be available to support kaiako in the classroom to provide effective early literacy approaches to all learners, as well as contribute to the school-wide literacy strategy.
  • Tier 2 – targeted group support for learners will be available, alongside peer support for ākonga who are not progressing in their literacy learning after their first term at school.
  • Tier 3 – 1:1 Reading Recovery will support ākonga still not progressing after a year at school until they are able to continue learning alongside their peers.

A structured approach to teaching reading

As part of the integration of the Ready to Ready Phonics Plus texts the RR trainers and tutors will work with RR&ELS teachers to:

  • use a specific test of basic decoding skills to identify ākonga needs in relation to phoneme-grapheme correspondences (PGCs) to plan further learning steps - for example, Adapted Bryant Test of Basic Decoding Skills
  • primarily focus on explicit teaching of unknown PGCs, identified in the diagnostic assessment during the beginning stages of the intervention
  • use the associated Ready to Read Phonics Plus book linked to those PGCs with Colour Wheel books being introduced when ākonga are nearing the end of the Ready to Read Phonics Plus - Māhuri phase
  • follow the Ready to Read Phonics Plus scope and sequence so that ākonga move from simpler to more complex PGCs
  • teach ākonga to use letter-sound patterns as the primary technique for decoding unknown words. Teach techniques such as looking for contextual information as "comprehension/meaning-making" strategies after ākonga have decoded the unfamiliar word, if necessary.

Tutors will also work with RR&ELS teachers to:

  • use a structured approach to teaching reading at all three tiers of the RTI model (intensive 1:1, small group, whole class and school-wide) using Ready to Read Phonics Plus
  • design new ways of delivering RR&ELS so it can incorporate the common practice model and other adaptations from the Literacy & Communication and Maths Strategy and the New Zealand Curriculum Refresh.

Levels of support

Level of support Reading Recovery and Early Literacy Support Reading Recovery and Early Literacy Support Reading Recovery and Early Literacy Support
Tier Tier 1 Tier 2 Tier 3
Type of support

Reading Recovery kaiako support kaiako in the classroom to provide effective early literacy approaches to all learners.

Cross-school literacy strategies informed by Reading Recovery kaiako.

Reading Recovery kaiako work with ākonga in small groups, using Ready to Read Phonics Plus approaches and a co-teaching approach with classroom kaiako.

 

Reading Recovery kaiako working 1:1 with ākonga.
Who it’s for All ākonga within the school. Ākonga not progressing in literacy after one term at school. Ākonga not progressing in literacy after one year at school.

Reading Recovery training

Kaiako selected for training need to be experienced and successful in:

  • classroom teaching
  • teaching ākonga in the first three years at school
  • literacy teaching and learning.

Initial training will focus on 1:1 support for ākonga. After the initial training, the RR&ELS ākonga role will include support for kaiako in the classroom and small groups, and a stronger contribution to cross-school approaches.

Classroom kaiako already on the staff of the school are the preferred candidates for training to ensure that ownership of the kaiako learning remains with the school.

Reading Recovery kaiako already working in schools receive professional support, so they can deliver the three-tier Reading Recovery and Early Literacy Support approach, and incorporate Ready to Read Phonics Plus approaches into their practice.

Roles and responsibilities

Roles Training Responsibilities

Reading Recovery kaiako

 

 

Receives one year, face to face group-based training, provides ongoing 1:1 teaching of ākonga incorporating Ready to Read Phonics Plus approaches

 

Receives ongoing tutor support with their continued teaching incorporating Ready to Read Phonics Plus approaches

 

Support classroom kaiako to provide effective early literacy approaches to all ākonga and contribute to a cross-school literacy strategy incorporating Ready to Read Phonics Plus approaches.

 

Work alongside classroom kaiako to support small groups of ākonga to accelerate progress, incorporating Ready to Read Phonics Plus approaches.

 

Utilise the Ready to Read Phonics Plus series for 1:1 support for ākonga not progressing after one year at school, incorporating Ready to Read Phonics Plus approaches.

 

 

Reading Recovery Trainers Train tutors to support kaiako incorporating Ready to Read Phonics Plus approaches.

Initial training programme includes use of Ready to Read Phonics Plus approaches.

 

Transfers new knowledge into ongoing support for tutors.

Reading Recovery Tutor Receives training from National Reading Recovery trainers incorporating Ready to Read Phonics Plus approaches.

Receive training extended to include the use of Ready to Read Phonics Plus approaches, working with small groups, supporting classroom kaiako and contributing to a cross-school literacy strategy.

 

Incorporate new knowledge into training kaiako and support for existing trained kaiako.

Provide assistance for teaching ākonga with the most challenging literacy needs.

Why has Reading Recovery changed?

The evaluation of Reading Recovery in 2019 identified that it is an effective intervention for ākonga who receive that support. However, it is not effective in developing literacy capability and culture within schools.  

The development of the Literacy & Communication and Maths Strategy (LCM) has also highlighted the importance of clear expectations to guide effective teaching and learning practices.

As the direction of the LCM becomes clearer and the work on the Common Practice Model for Literacy and Communications and Maths (CPM) proceeds, all support funded by the Ministry will need to align with these.  

What level of Reading Recovery and Early Literacy Support is available to schools and how is it allocated?

The Ministry of Education provides staffing (271 FTTEs) to support the delivery of Reading Recovery nationally. The amount each region and school receives is based on roll size and learner need, using the equity index as an indicator of need.

Schools are expected to make a further contribution of FTTE.

Are any of the tiers optional? Who determines how much of Reading Recovery kaiako time is spent on each tier?

It’s expected that Reading Recovery and Early Literacy Support kaiako will support learners across all three tiers, but it will be up to individual schools to determine the most effective balance to meet the needs of their ākonga. 

Kaiako in initial Reading Recovery (and Early Literacy Support) training will focus on intensive 1:1 support. As they develop expertise, they will be trained to support small group teaching and contribute to across-school literacy leadership.

How do schools apply for Reading Recovery and Early Literacy Support?

Schools can apply for Reading Recovery and Early Literacy Support using the new RR&ELS app. For more information, refer to the Reading Recovery and Early Literacy Support applications website. 

What does Reading Recovery and early Literacy Support kaiako training involve?

RR&ELS kaiako undertake a one-year training course consisting of fortnightly training sessions of approximately two and a half hours each. They receive in-depth training in assessment, observation and teaching for literacy learning in the literacy acquisition stage. Ideally, these kaiako are classroom teachers in the school. This knowledge will therefore have a significant impact on their own wider classroom teaching and that of the school. When Reading Recovery kaiako, who are part of a school's literacy leadership team, communicate effectively with other classroom teachers, it helps everyone in the school better understand how to meet the needs of young literacy learners. This communication contributes to a cohesive approach to teaching literacy skills throughout the school, and helps ākonga along their learning journey.

During the training, kaiako must deliver instruction to a minimum of four learners daily. As they develop their skills and knowledge, they can make an increasing contribution to supporting other classroom teachers and the leadership of across-school literacy approaches.

Kaiako who have completed their training are expected to attend six sessions of ongoing professional support each year and work with the Reading Recovery Tutors throughout their time teaching Reading Recovery and engage with colleagues in Early Literacy Support. 

Will my school’s existing Reading Recovery kaiako be trained in the new approach?

Yes. Trained kaiako will receive guidance in using Ready to Read Phonics Plus approaches, providing greater support to small group teaching and contributing to cross-school literacy leadership.

What training do tutors receive?

Reading Recovery Tutors train full time for one year with practical and academic components. The training course is coordinated by the National Reading Recovery Trainer Team and is currently accredited by the University of Auckland. The National Reading Recovery Trainer Team is also responsible for ongoing contact and professional development of the Tutors. In 2023, tutors are employed by the Universities of Auckland, Waikato, Canterbury and Otago.

How will the support contribute to classroom practice (tier 1) and school capability?

When schools fully implement Reading Recovery and Early Literacy Support, kaiako at all levels of the school are better able to meet the needs of learners at appropriate levels. Trained RR&ELS kaiako work alongside kaiako in the classroom to support the needs of small groups of ākonga through Early Literacy Support.

How will the support contribute to building educationally powerful relationships with parents, whānau/family, hapu, iwi, and community?

An effective home-school partnership established at the beginning of a learner's schooling can have positive, long-term impacts on family/whānau-school relationships and on a learner’s wellbeing and achievement.

Integration of Reading Recovery and Early Literacy Support into the literacy approach of schools includes the continuation of effective, learning-focused, home-school engagement from the time ākonga enter the school.

How is support monitored and measured in terms of outcomes?

In the year of their initial RR&ELS kaiako training, each kaiako keeps detailed records of learner progress. Records are recorded by each school and monitored by the Reading Recovery Tutors.

All schools

Schools enter the Reading Recovery and Early Literacy Support Student Achievement data through the new RR&ELS app for the Ministry of Education which publishes an annual report. Tutors will provide support to do this. For more information, refer to the Reading Recovery and Early Literacy Support applications website. 

What needs to be sustained?

  • Schools need to implement and sustain a coherent overall literacy approach of which Reading Recovery and Early Literacy Support is an integrated part.
  • Highly intensive, effective training and support for Reading Recovery and Early Literacy Support kaiako.
  • A nationally led Reading Recovery and Early Literacy Support approach that ensures consistently high-quality practice and implementation across the country.
  • Ongoing monitoring of successfully discontinued students throughout the remainder of their primary school career with immediate and effective intervention should that be needed. Records should be sent on to any subsequent primary schools.

Roles and responsibilities for the support

What are the conditions for successful delivery?

Providers (the Universities of Auckland, Waikato, Canterbury and Otago in 2023)

The University of Auckland will work with the other three universities and their tutors to ensure that tutors are knowledgeable and experienced in literacy learning and teaching, and that their practice and guidance for teachers and schools reflect the Ministry’s evolving early literacy approach.

Schools 

Schools need to ensure that:

  • there is highly effective classroom and school-wide literacy teaching supported by a range of integrated interventions, of which Reading Recovery and Early Literacy Support is a key component
  • experienced, knowledgeable kaiako with proven success teaching at a junior level are selected for Reading Recovery and Early Literacy Support training
  • they supplement Ministry funding to allow wide implementation within their school (all learners who need Reading Recovery and Early Literacy Support receive it)
  • they identify for Early Literacy Support the lowest achievers from around 5.5 years, regardless of perceived potential, absences, ethnicity or other factors
  • they identify for Reading Recovery the lowest achievers from around 6.0 years, regardless of perceived potential, absences, ethnicity or other factors
  • they address all additional issues through effective school systems such as vision and hearing checking, absences
  • they sustain the monitoring of the learners’ ongoing literacy progress after the student is successfully discontinued reinstating effective, extra support whenever that is needed.

System/Ministry of Education

The Ministry will:

  • support schools through the allocation of kaiako resource to facilitate full implementation
  • administer the allocation of centrally funded FTEs
  • work with universities to facilitate and strengthen the work of National Reading Recovery and Reading Recovery Tutors and develop the Reading Recovery and Early Literacy Support approach, reflecting current research.

a

Updated on: 11 Feb 2022

System of support

Identifying learning needs. Resource selector. Impact of changed practices. Designing learning for school context. Integrated system of support for students. Achievement information triggers response.

System of support navigation


Footer: