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Reading Recovery and Early Literacy Support

Learner-initiated supplementary supports

Enhanced support for early literacy

Following the evaluation of Reading Recovery last year, 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 children to access literacy support.

  • At Tier 1, Reading Recovery and Early Literacy Support teachers will be available to support class teachers with providing effective early literacy approaches to all learners, as well as contributing to the school-wide literacy strategy.
  • Tier 2 support provides targeted group support for learners alongside peers supporting children who are not progressing in their literacy learning after their first term at school.
  • Tier 3 support – 1:1 Reading Recovery – will support children still not progressing after a year at school until they are able to continue learning alongside their peers.

Ready to Read Phonics Plus

At the same time, we will be providing enhanced Ready to Read Phonics Plus texts and supporting approaches. These early readers will be incorporated into the foundational texts for Reading Recovery and Early Literacy Support. They have been designed to advance children’s ability to decode words and to gain meaning from text, and, along with support materials including a scope and sequence (“scope” is the breadth and depth of knowledge and skills to be taught; “sequence” provides the order of content and skills), will support teachers to use a structured literacy approach to teaching reading. 

The Ministry is publishing these books, which have been developed with researchers at the University of Canterbury’s Child and Wellbeing Research institute. They will be provided at no cost to schools in term 1, 2021, along with teacher support materials and online resources.

Reading Recovery training will be updated to incorporate the Ready to Read Phonics Plus resources and supporting approaches, to enable Reading Recovery teachers to work with small groups of children needing literacy support, as well as those requiring 1:1 support. Reading Recovery teachers will also receive guidance on how they can contribute to cross-school literacy strategies, so that more children benefit from their knowledge and expertise.

Levels of support

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

Reading Recovery teachers support class teachers to provide effective early literacy approaches to all learners.

Cross-school literacy strategies informed by Reading Recovery teachers.

Reading Recovery teachers work with children in small groups, using Ready to Read Phonics Plus approaches.

 

Reading Recovery teachers working 1:1 with children.
What’s new/different New offering

New offering

 

Using Ready to Read Phonics Plus approaches.
Who it’s for All learners within the school Children not progressing in literacy after 1 term at school Children not progressing in literacy after one year at school

Reading Recovery training

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

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

Initial training will focus on 1:1 support for learners. After the teacher training year, the Reading Recovery teacher’s role will include Early Literacy Support for teachers and small groups and a stronger contribution to cross-school approaches.

Class teachers already on the staff of the school are the preferred candidates for training to ensure that ownership of the teacher’s learning remains with the school.

Reading Recovery teachers already working in schools will receive professional support early next year 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 Current Beginning in 2021

Reading Recovery Teacher

 

 

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

 

Receives on-going tutor support with their continued teaching incorporating Ready to Read Phonics Plus approaches

 

Provides 1:1 support to students not progressing after one year at school

 

Supports class teachers to provide effective early literacy approaches to all learners and contribute to cross-school literacy strategy incorporating Ready to Read Phonics Plus approaches.

 

Works alongside classroom teachers to support small groups of students to accelerate progress, incorporating Ready to Read Phonics Plus approaches.

 

Incorporates Ready to Read Phonics Plus series for 1:1 support for children not progressing after one year at school incorporating Ready to Read Phonics Plus approaches.

 

 

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

Trainers run a post-graduate initial training programme for tutors.

 

Provide on-going support to tutors.

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

 

Incorporates new knowledge into ongoing support to tutors.

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

Provides initial training of new teachers, provides regular support for trained teachers.

 

Provides assistance for teaching the most challenging literacy needs.

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

 

Incorporates new knowledge into training teachers and into support of trained teachers.

Why has Reading Recovery changed?

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

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 a Reading Recovery teacher’s time is spent on each tier?

It’s expected that Reading Recovery and Early Literacy Support teachers 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 learners. 

Teachers in initial Reading Recovery (and Early Learning Support) training will focus on intensive 1:1 support and as they develop expertise 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?

You can apply using the relevant form below. 

Please contact your education advisor with any questions about Reading Recovery and Early Literacy Support for 2021

North Island schools Reading Recovery Application 2021:

Word 2007 icon. Reading Recovery Application 2021 (Word 2007, 97 KB)

Please download and save this form to your computer. Complete and return via email to BOTH YOUR local Ministry office enquiries, AND your local RR lead.

South Island schools (Nelson, Marlborough, West Coast, Canterbury, Otago Southland) Reading Recovery Application 2021:

Go to https://www.surveymonkey.com/r/76DS7KN and submit the form.

What does Reading Recovery teacher training involve?

Reading Recovery teachers 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 teachers are classroom teachers in the school and so this knowledge will have a significant impact on their own wider classroom teaching and that of the school. Effective communication between Reading Recovery teachers as part of a school’s literacy leadership team and other classroom teachers fosters the spread of understanding about meeting the needs of young literacy learners across the school and contributes to a cohesive literacy learning approach along the learning pathway.

During the training the teacher 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.

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

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

Yes. Trained teachers 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 fulltime for one year with practical and academic components. The training course is co-ordinated by the National Reading Recovery Trainer Team and is currently accredited by the University of Auckland. The National Reading Recovery Team is also responsible for ongoing contact and professional development of the Tutors. In 2021 and 2022 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 (ie ‘Reading Recovery is part of the way we do things round here’) classroom teachers at all levels of the school are better able to meet the needs of learners at appropriate levels. Trained Reading Recovery teachers work alongside classroom teachers to support the needs of small groups of learners 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 a learner enters the school.

How is support monitored and measured in terms of outcomes?

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

All schools

  • Schools complete an electronic data entry of the progress, achievement and final outcome annually for their Reading Recovery and Early Literacy Support learners for the Ministry of Education which publishes an annual report. Tutors will provide support to do this.

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 teachers.
  • 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 2021 and 2022)

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 their practice and guidance for teachers and schools reflects 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 teachers 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
  • Reading Recovery principles are upheld including daily half hour individual instruction, teachers attending all training and support sessions, contributing to an integrated in-class small group and class literacy approach across the school
  • 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/MoE

The Ministry will:

  • support schools through the allocation of teacher 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.

Updated on: 10 Dec 2020

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.

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