Early Literacy Reading

An early intervention program for first grade students.  It is designed to develop reading and writing strategies to bring the students to an average working level.

Early Literacy Groups

An early intervention program that is delivered in a group setting to first and second graders.  It is designed to expand on the reading and writing strategies already developed and bring the students to an average working level.

Early Literacy Reading  is an early intervention program for first graders who are at-risk for reading failure.  The aim of this program is to accelerate

WHAT ARE THE COMPONENTS? There are three main components: The Diagnostic Survey, the Tutoring Session, and Teacher Training. The examiner administers the survey to each child and uses the results when working with each child individually. The tutoring session includes: reading known stories, reading a story that was read one time the previous day, writing a story, working with a cut-up sentence, and reading a small new book. The teacher systematically records what the child is doing, and these observations form the basis for the next lesson. 

• Teachers focus on each student's strengths, not deficits;
• Students learn strategies that help them to become independent readers;
• Students learn to read by composing and writing their own messages;
• Teachers base instruction on detailed analysis of student behavior and knowledge;
• Students are taught how to predict, confirm, and understand what they read; and
• Teachers can select student reading materials from over 2,000 small books of increasing difficulty.

READING RECOVERY

Reading Recovery is an early intervention program for first graders who are at-risk for reading failure.  The aim of this program is to accelerate

WHAT ARE THE COMPONENTS? There are three main components: The Diagnostic Survey, the Tutoring Session, and Teacher Training. The examiner administers the survey to each child and uses the results when working with each child individually. The tutoring session includes: reading known stories, reading a story that was read one time the previous day, writing a story, working with a cut-up sentence, and reading a small new book. The teacher systematically records what the child is doing, and these observations form the basis for the next lesson. Lastly and most importantly, in a year-long intensive course, teachers are trained in Reading Recovery procedures and in the theories and practices of effective reading instruction.

WHAT ARE THE SPECIAL FEATURES OF THE PROGRAM? Children who are among the lowest achievers in reading within a class are selected to receive 30 minutes of daily one-on-one instruction for a period of up to 20 weeks. Reading Recovery instruction has the following characteristics:

• Teachers focus on each student's strengths, not deficits;
• Students learn strategies that help them to become independent readers;
• Students learn to read by composing and writing their own messages;
• Teachers base instruction on detailed analysis of student behavior and knowledge;
• Students are taught how to predict, confirm, and understand what they read; and
• Teachers can select student reading materials from over 2,000 small books of increasing difficulty.

WHAT ARE THE RESULTS? Most children who complete the Reading Recovery program can perform within the average achievement range and do not need remedial help again. These children continue to make progress in their regular classroom instruction and in independent reading (Gaffney, 1991).

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