Reading Recovery is an accelerated reading program designed for the lowest 20% of students in first grade.  

The goal is to bring these students up to the average of their peers in 20 weeks or less with tutoring in daily, individualized lessons of 30 minutes each.

How long can my child receive Reading Recovery?

A child qualifies for Reading Recovery only as a first-time, first grader.  

Reading Recovery lessons continue no longer than needed. 

Once the child has reached the average reading level of the first grade class at that point in time, lessons generally stop.

Students who do not reach the average reading level by the end of the 20 weeks may be recommended for follow-up services in title I reading or they may be referred to the student assistance team to determine if special education services are needed.

What does a Reading Recovery lesson include?

During the first ten minutes the child re-reads familiar books and the new book from the previous day. 

Next, about ten minutes are spent working on word work, which includes rapidly sorting letters into groups and writing a story. The story is then cut apart and re-assembled by the student. 

During the final ten minutes, the student is given a new book to read with support as needed.

Click Here for an example

How can I support my child in Reading Recovery?

There are two main things to do every day with your child.

One thing is to have your son or daughter read the books they bring home every day to you as you sit next to your child. Return the books in the bag provided the next day.

The second thing to work on is the cut-up story. Your child should be able to scramble and reassemble the sentence(s) they wrote in their lesson.

What can I do if my child struggles with the practice reading at home?

Here are 4 tips for helping your child become more independent.

1. When your child notices an error, but is unsure how to fix it…

Compliment them on noticing and suggest two word choices of what the word could be.

2. When your child is forgetting to check the first letter in a word...

Ask them to get their mouth ready to start the first sound and then reread the sentence to prompt the word. The word usually “pops” out.

3. If your child is easily confused with letters in order (reads said/and, play/help) put your finger in and cover the end of the word for the child.

Say to him/her, “use this first part”.

4. When your child is using only “sound out”, remind them to check the picture and think what would make sense.

What is my child missing in the classroom while s/he attends Reading Recovery?

Typically students meet for 30 minutes every day of the week.

Students who are pulled out of the classroom for Reading Recovery do miss something. Decisions about this are made on an individual basis. The classroom teacher usually tries to arrange it so that the student misses an activity such as free reading, independent seat work time, or center time.

Where can I learn more about early literacy skills?

Bibliography K-3 Phonemic Awareness
http://iusd.org/parent_resources/bibliography.htm

Ten Tips: Helping Your Child Read Effectively
http://iusd.org/parent_resources/tentips.htm

Breaking the Sound-It-Out Barrier
http://iusd.org/parent_resources/breaking.htm

Reading Tips for Parents, Primary Caregivers and Educators
http://iusd.org/parent_resources/readingtips.htm

Helping Children Develop Oral-Language Skills
http://iusd.org/curriculum/olangskills.htm

Questions to ask Before, During and After Reading with Your Child 
http://iusd.org/parent_resources/questionsencourage.htm

Phonemic Awareness Activities for 6-7 Year Olds
http://iusd.org/parent_resources/phonemicawareness67.htm