Reading Recovery: Helping At-Risk Children Learn to Read

Abstract

Traditional solutions do not adequately address reading difficulties. This article describes the implementation and evaluation of 1 program, Reading Recovery, that addresses this problem in ways that traditional solutions do not. Reading Recovery is an early intervention program designed to help young, at-risk children become readers. The program was designed for children who have so much difficulty with reading in regular classrooms that they require extra support of an intensive nature. A specially trained teacher works individually with each child for approximately 10-20 weeks, depending on the individual's rate of progress, to help the child "catch up" with classroom peers. Reading Recovery is different from traditional remedial programs. It begins early, provides intensive one-to-one help, provides long-term special training for teachers, focuses on strengths instead of deficits, immerses the child in reading and writing rather than drilling on skills and "items" of knowledge, expects accelerated progress from the lowest achievers, and requires that the instructional program be adjusted to each child's needs and make the most of each child's strengths. Thus, in tenets and design, the program addresses many concerns related to current remedial programs. Reading Recovery grew out of and is compatible with a whole-language philosophy and approach to literacy education, at least as that approach is exemplified in New Zealand schools. Evaluation results and the program's unique features warrant the continued study of the approach by researchers, educators, and policymakers. First the program is described; then research results, along with a case study of 1 child, are presented. Finally, implications of the research are explored.

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