Literacy support at Glenroy West Primary School
This year Glenroy West will be providing Literacy support using strategies from Reading Recovery. Reading Recovery is a research-based intervention with the prime goals of accelerating literacy learning and reducing reading and writing difficulties by targeting those students who need support.It was developed in New Zealand by educator and psychologist Dame Marie Clay who used evidence from her intensive research and observation of good classroom practice to develop Reading Recovery
The program supports students experiencing reading and writing difficulties at school. It provides an intensive, small group delivery of a series of lessons for 45 minutes a few times a week and is in addition to the ongoing literacy activities in the classroom.
The support is provided through the Fountas & Pinnell ‘Levelled Literacy Intervention’ (LLI) program kits.
The LLI kits are based on work developed in Reading Recovery and other comprehensive approaches that involved high impact interventions for struggling readers. The founders, Irene Fountas and Gay Su Pinnell kit enables me to match books to readers and to provide differentiated instruction through working with small groups in reading. Their research is rooted in the work of Marie Clay whose meticulous study of the complexity of the reading process, through detailed coding of thousands of readings, showed that when a text is too difficult for the child the process breaks down and the child does not develop inner control of effective actions for processing texts. When the text poses enough challenge, but not too much, the child has opportunities with effective, explicit teaching to build his network of effective problem solving actions.
With regular teaching, the teacher helps the child climb the ladder of text difficulty with success. The goal of guided reading is to bring the child to the level of complex texts appropriate for the class, in doing so, teaching must begin with where the child is able to engage with some success, so that there is a point of contact, thereby engaging the child's development of a self-extending system for processing texts.
The early years are critical for students who are at risk of failure, as this period sets the stage for later learning. Without such intervention, students often require expensive long-term intensive support and assistance.
Students have been selected after looking at data and deciding on those who would most benefit from extra literacy support in both reading and writing.
Children selected for the intervention prgram will be notified by letter. Any questions related to the program or anything about reading or writing, please feel free to contact me.