Reading Recovery and Every Child a Reader

History, policy, and practice

Author/Editor(s):
Format:
Paperback / softback, 216 pages, 234 mm x 156 mm
ISBN:
9780854739967
Published:
14 Jun 2013
Imprint:
Institute of Education Press

Price: £23.99

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This book describes the origins and implementation of an approach to early literacy designed to ensure that every child leaves primary school able to read. This approach, called Every Child a Reader, was developed from the established early literacy intervention, Reading Recovery. The book describes the main features of Reading Recovery - how it operates for each child, how the teachers are trained to teach them, and the infrastructure necessary for Reading Recovery to make an effective impact on the poorest literacy learners in primary school. The story of Every Child a Reader is a model of how effective interventions need to be supported to ensure that their effectiveness is not jeopardised as they expand in scale and scope.

It captures a particular period in educational and political history, surveying the policy and practice that shaped the implementation of a successful national early literacy intervention that has had a significant impact on school standards.

This book is essential reading for all those interested or involved in early literacy and the prevention of literacy failure through effective intervention; to those who have heard about Reading Recovery but are not familiar with its operation in the UK, and to those involved in managing large-scale interventions in schools.

  • Sue Burroughs-Lange

    Sue Burroughs-Lange has worked in the areas of literacy difficulties for initial and postgraduate courses in the UK, the United States, and Australia. As a member of the leadership team at the European Centre for Reading Recovery, based at the Institute of Education, University of London, she led the development and early years of what became Every Child a Reader.

    Institute of Education

  • Amanda Ince

    Amanda Ince joined the Institute of Education, University of London, in 2007 as a member of the national leadership team for the European Centre for Reading Recovery, and is a member of the Primary Initial Teacher Education teaching team.

    Institute of Education

CONTENTS: Foreword (Jean Gross); Introduction (Amanda Ince); 1. Reading Recovery, an early literacy intervention (Julia Douëtil, Angela Hobsbaum, and Phyl Maidment); 2. How Every Child a Reader grew from Reading Recovery (Sue Burroughs-Lange, Julia Douëtil, and Angela Hobsbaum); 3. The theoretical and pedagogical base of Reading Recovery (Sue Bodman and John Smith); 4. Experts gaining expertise (Susan Taylor, Janet Ferris, and Glen Franklin); 5. Creatively responding to the imperative of scaling up Every Child a Reader (Penny Amott, Val Hindmarsh, and Helen Morris); 6. From innovation to normalization (Sue Burroughs-Lange); Index.

This is a book which should be read by both teachers and policy makers. It contains important lessons both at school and national levels as the education system works to ensure that every child gets the teaching and experience they need to become fluent and engaged readers.

David Reedy, United Kingdom Literacy Association (UKLA)

This book demonstrates the power of combining research-based policy, teacher expertise, and ongoing data analysis. The authors make a convincing argument – that capacity building, sustained effort, and deep learning are essential in raising standards for literacy education. Throughout the volume, the writers describe teacher learning as a central driving force. This is a must-read book for policymakers and educators who want to implement large-scale educational change.

Gay Su Pinnell, Professor Emeritus, Ohio State University

No one could doubt that early intervention for children struggling with reading works after reading this book. The economic and social case for schools, the government, and local authorities adopting Every Child a Reader is overwhelming. This accessible and powerful book should be essential reading for teachers and ministers alike.

John Bangs, Honorary Visiting Fellow, Cambridge University