This is demonstrated in the youtube, in the post below.
Some points made are:
* Before the child starts reading, look at the pictures in the book with your child.
As you look through the pictures, talk about what’s happening in the story.
This gives the child an idea of what the book is about and makes it easier for him/her to use the meaning of the book to help him read it. (This is not cheating! It is what you do when you read the newspaper or whatever – you look at the heading, the pictures and captions etc before you start reading.)
* When your child is reading, if s/he comes to a word that he doesn’t know ask him to:
– check the picture for clues
– check the letters of the word
– with very early readers, ask the child to check the first letter
– later, with long words, you may ask the child to check the first three or four letters. e.g. happening
– suggest s/he “read on” to get more information/clues, then reread
– pause/give wait time for your child to problem solve the word
– if he makes an error don’t say anything. KEEP YOUR MOUTH SHUT. Wait till s/he gets to the end of the sentence and see if s/he realises s/he has made a mistake. See if he tries to self correct it.
– give specific praise. e.g. “I loved the way you self corrected/fixed your mistake.” “I loved how you checked the picture and the first letter”. etc
– if s/he makes a mistake you might say “Does that make sense?” . eg if s/he read “The house jumped over the fence”(when it should have been “The horse jumped over the fence.”
– if he makes a mistake you might say “Does that sound right?” if he made a grammatical error. e.g. if he read “The horses jumping over the fence.” (When it should have been “The horses are jumping over the fence.”)
– if he makes a mistake you might ask “Does that look right” if he reads a word that has completely different letters from the word in the book. e.g. if he read “The cows are jumping over the fence.” (When it should have been “The horses are jumping over the fence.”)
Make reading a pleasant time. Try to help him/her succeed. It’s not about TESTING the child.
Sit with him/her. Make him feel special and let him see that you value reading …AND him!
Don’t do household jobs while he reads to you. Give hm your undivided, special, attention.
information from the Department of Education and Training, Victoria
The goal of Reading Recovery is to reduce the number of Year 1 students having difficulties learning to read and write. Students receive a series of individual, 30-minute Reading Recovery lessons daily from a specially trained teacher.
This section explains:
- how the program is implemented
- how schools can participate
- how teachers and tutors can receive training
- the outcomes of the 2006 program
- provides links to further reading and useful resources online.
Implementation of Reading Recovery
Reading Recovery operates at several levels of the education system, as students, teachers and schools work together to reduce reading and writing problems. Reading Recovery has achieved remarkable international success, but the degree of success in each context is dependent upon how well the intervention is implemented according to its proven model.
Participation in Reading Recovery
Professional development is an essential part of Reading Recovery, utilising a three-tiered approach that includes teachers, tutors, and trainers. Professional development for all Reading Recovery professionals begins with a year of professional development and continues in subsequent years. With the support of the tutor, Reading Recovery teachers develop observational skills and a repertoire of intervention procedures tailored to meet the individual needs of at-risk students.
Reading Recovery results
The Department of Education and Early Childhood Development monitors the progress of students in Reading Recovery. Victorian Government schools operating Reading Recovery enter student data onto the Online Database. This data is then collated to record school and student trend data.
The excellent progress made by students participating in Reading Recovery demonstrates that high percentages of at-risk students can achieve success.
Research and resources
There is a wealth of research and information about Reading Recovery. This section identifies some current research and articles that will provide the reader with more information.
Victorian Reading Recovery Guidelines (pdf – 200.35kb)
The Reading Recovery guidelines aim to maximise Reading Recovery effectiveness and assure the provision of a quality intervention for students.
Enquiries about Reading Recovery may be directed to email@example.com
Early Reading Celebrates 30-Year Anniversary
St Peter Julian Eymard School is joining with schools across Victoria to celebrate 30 years of Reading Recovery. Thousands of former Reading Recovery students, first graders at risk of reading failure, are now successful readers and writers thanks to the skilled instruction of Reading Recovery-trained teachers.
Reading Recovery was developed by Dr. Marie Clay, one of the most-distinguished literacy researchers in the world. Dr. Clay is credited with transforming the practice of primary school literacy instruction. Since it began in Australia in 1984, more than 5,000 trained teachers have reached many thousands of children for nearly 30 years, with most students who completed the full 12- to 20-week series of lessons meeting statewide grade-level expectations in reading and writing.
Reading Recovery consistently produces top results. A review of Reading Recovery research by the What Works Clearinghouse, an initiative of the U.S. Department of Education, reported the highest rating in general reading achievement for all beginning reading programs. An independent research study conducted by the Consortium for Policy Research in Education (2013), reported “large positive effects for student literacy performance overall, and these positive results were also large for EAL (English as an Additional Language) students and students in rural schools.”
Reading Recovery now operates in Australia, New Zealand, Canada, North America and the United Kingdom and has been translated in Spanish and French.
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