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Reading Recovery Teacher Training

A continual professional development programme to develop teacher expertise in the teaching of reading, accredited by the UCL Institute of Education. Hundreds of schools across the UK use Reading Recovery as an early intervention strategy to reduce the number of children experiencing literacy difficulties.

What is Reading Recovery?

Reading Recovery (RR) is an accredited school-based literacy programme for the lowest achieving children aged five or six, which enables them to reach age-expected levels within 20 weeks. It involves a short series of one-to-one lessons for 30 minutes every day with a specially trained teacher. The programme is different for every child, starting with what the child knows and what s/he needs to learn next. The focus of each lesson is to comprehend messages in reading, construct messages in writing, and learn how to attend to detail without losing focus on meaning. Letter-sound relationships (phonics) are taught in every lesson.

What does the research say?

Research shows that no other intervention achieves such positive, long-lasting results so swiftlyi. According to the Education Endowment Foundation (EEF), there are only a handful of literacy catch-up programmes in the UK for which there is good evidence of success. Of these, Reading Recovery receives the highest rankings for strength of evidence of impact given by international and UK ‘What Works Centres’.ii Reading Recovery is most effective when it forms an integrated part of literacy provision in schools.

 

Intervention Format:

· Children with literacy difficulties are identified earlier than at present, and the programme offers a means of resolving these difficulties

· The lowest attaining children succeed in literacy

· The attainment gap for disadvantaged children is closed, not just narrowed

· As a result, attainment rises for all pupils, not just those receiving one-to-one help

· A highly skilled literacy expert shares their knowledge with the whole school staff

· Access to detailed diagnostic assessment is provided, helping to determine the learning needs of the few children who need longer-term support

· The demand for costly special educational needs (SEN) provision is reduced

 

Training Format:

An Initial Professional Development year (IPD) – this is the most intense training year including 1.5 days diagnostic assessment training and 18 half-day training sessions including live lesson observation at the one-way viewing screen.

Your specialist Reading Recovery teacher working out of class for a minimum of 0.6 and teaching at least 4 pupils per cohort 1:1, daily for 30 minutes each lesson. This teacher will lead on in-house training to integrate Reading Recovery pedagogy and develop a whole school collective understanding on what works for pupils with literacy difficulties. They will also work to align classroom teaching, phonics and reading intervention.

The training model unique to Reading Recovery is that of ongoing PD, collegiate support and critical reflection on teaching through observation of live lessons. All Reading Recovery teachers are expected to teach for colleagues behind the one-way viewing screen at the training centre (this will commence again as soon as it is safe to do so). Following successful completion of the first training year, your specialist Reading Recovery teacher will attend Continuing Professional Development (CPD) to further deepen pedagogical understanding on the science of reading, and to maintain accredited status.

 

Click here to apply for this course

 

Dates for 2020-2021: To be discussed with participating schools

Audience: Experienced class teachers with QTS who are already leading on reading or with a view to leading reading across school. All training is at Masters Level – a desire to engage in current research evidence is essential

Cost: Initial Professional Development (IPD) £3115 (including £115 registration fee with the IOE).
For subsequent years, following completion of IPD – Continuing Professional Development (CPD) £1200.

For more information and to book a place please contact: Leah Freeman, leah.freeman@oasislimeside.org – Deputy Leader Oasis Innovation Teaching School/Boosting Reading National Leader/Reading Recovery Teacher Leader

https://www.ucl.ac.uk/reading-recovery-europe/sites/reading-recovery-europe/files/the_impact_of_reading_recovery_ten_years_after_intervention_hurry_and_fridkin.pdf
https://www.eif.org.uk/files/pdf/realising-the-potential-of-early-intervention.pdf
http://www.eli-net.eu/good-practice/examples-of-good-practice/detail/project/reading-recovery https://www.evidence4impact.org.uk/interventions/979 https://ies.ed.gov/ncee/wwc/EvidenceSnapshot/420