READING RECOVERY

BY: MARIE M. CLAY

RESEARCHED & PILOTED

BY
MARIA INES C. ASUNCION

PRESENTED BY:
MRS. ROHANIFA T. MAMA-MAROHOMBSAR,MAED
READING RECOVERY
By: Marie M. Clay

 Itis an early intervention program developed in New

Zealand by Dr. Marie Clay, an educator psychologist.
 It was designed for use by educational system to
reduce reading difficulties in the schools.
 Not later than one year after he has entered a formal
program, the lowest performing child is given a second
chance to become a reader before his learning
difficulties become habituated into a pattern of
reading failure.
BELIEF

Reading Recovery believes that failure in reading can be

reduced only by early detection of difficulties and early
intervention, it is not a prescriptive program. Teachers
should structure programs designed to suit individual
children (Clay, 1990)
PROGRAM REQUIREMENTS

The program requires:

 Close observation

 Systematic recording of the child’s reading behaviors.

 A daily, 30-minute intensive one- on one intervention.

The number of session depends on the child’s progress.

READING RECOVERY PROCESS

1) Identification of the child-at-risk

2) Administration of the diagnostic survey
3) Structuring a program for the child
4) Conducting daily 30-minute tutoring sessions
5) Continuous monitoring and recording of progress
6) Discontinue of the program for the child
READING RECOVERY GOAL

 To ensure that every child early in schooling, moves out

from non-reading status to engaging books and writing
stories (Clay,1986).
 It is not intended to be a long or permanent program for
the child. As soon as the child shows accelerated progress
and is able to catch up with his peers with average
progress, the program is discontinued. Another child-at-
risk begins his own program.
AIM

The program aims to help children who have had difficulties

learning to read during their first year of reading
instruction.
ASSUMPTIONS

There are certain assumptions before a child is referred to

Reading Recovery:
 He must know the language in which he is learning to
read,
 He must be a child-at-risk,
 He has had one year of reading instruction.
 Before the child enters the Reading Recovery program, he
is given a series of diagnostic tests.
THE FOLLOWING TESTS ARE
SUGGESTED BY MARIE CLAY
Letter Identification Test
 This takes about 5-10 minutes to administer. The child is
asked to identify 54 letters of the alphabet, lower and
upper case. It yields in on:
 (a) which is the child’s preferred mode of identifying
letters
 (b) which letters is he confused
 (c) which letters are still unknown to him
ETTER IDENTIFICATION

Administration
Test all letters (Alphabet Assessment 1 & 2)
 Upper case and lower case. Ensure the child reads across
the lines so that the letters are treated in a random order,
not alphabetical.
 Which is the child’s preferred mode of identifying letters
 Which letters is he confused?
 Which letters are still unknown to him?
MATERIALS NEEDED

 Alphabet Charts
• Upper case
• Lower Case
• Combination of Upper Case and Lower Case

 Letter Identification Score Sheets

 The Alphabet Chart-Lower Case

a f k p u z
b g l q v
c h m r w
d i n s x
e j o t y
 The Alphabet Chart-Upper Case

A F K P U Z
B G L Q V
C H M R W
D I N S X
E J O T Y
 Alphabet Chart-Upper and Lower Case

B o R W d I F
a J v m G A n
Y K x z q C e
E h i p r S U
t M J N H Y g
 Letter Identification Score Sheet

Name:____________________________________ Age:________ Date:__________________

Gender:___________________________ Date of Birth:_______________________________

A B Word I.R. A B Word I.R.

A a

F f

K k

P p

W w

Z z

B b

H h

Q q

J j

U u

C c

Y y

L l

O o

M m

D d

N n

S s

X x

I i

P p

G g

R r
V V

T t

TOTAL TOATAL

Comments:
A: Alphabetic response (tick)
B: Letter-sound response(tick)
Word: Record the word the word the child give
I.R.: Incorrect Response: Record the letter/word the child
give. Total Score: __________
CONCEPTS BOUT PRINT TEST

This takes about 5-10 minutes to administer. The child is

asked to perform some tasks and answer some questions
to test what he knows about some aspects of printed
language:
 The front and back of a book
 First and last letters in words
 Punctuation marks
 Line sequence word letter order
 Directional rules
MATERIALS NEEDED:

 Concept About Print Score Sheet

 Story Books
 Concept about Print

Record Sheet

Name:_______________________________________________ Age:____________________

Record data of skill acquisition

1. Front Cover
skills
2. Title

3. Author

4. Prediction

5. Where do you start

6. Where do you finish

7. Top to bottom

8. Left to right

9. Left page before right

10. Full stop (.)

11. Comma (,)

12. Quotation marks (!)

13. Quotation marks (“ “)

14. Random letters

15. Upper case letters

16. Beginning of a sentence

17. End of a sentence

18. Point to one letter

19. Point to two letters

20. Point to one word

21. Point to two words

Comments:
WORD TEST (SIGHT VOCABULARY)

This takes about 2 minutes to administer. It is a list of 10-15

words drawn at random from a list of the most frequently
occurring words in the child’s reading materials. Alternate
lists may be prepared by the tutor. The child reads orally.
The tutor records exactly how the child read each word.
MATERIALS NEEDED

 Dolch’s words (students sheets)

 Dolch’s words (Teacher Score Sheets)
RUNNING RECORD

The child reads aloud a storybook from a series of books

of varied difficulty.
The tutor checks on her copy all the words accurately read
by the child and records his miscues and self-correction
strategies.
This test indicates the highest level of text the child can
read with 90% accuracy.
THE RECORD FORM

• Use the symbols and marking conventions to record a

child’s reading behavior as he or she reads from the
book.
• When the session is complete, calculate the reading rate,
error rate, and self-correction rate, and enter them in the
boxes at the bottom of the page.
• Scroll ahead to the Scoring section, which appears under
Scoring and Analyzing Running Records, to see formulas
for calculating these rates.
BEFORE USING THE RUNNING RECORD
FORM, FAMILIARIZE YOURSELF WITH THE
FOLLOWING TERMS:
Errors (E)
 Substitutes another word for a word in the text
 Omits a word
 Inserts a word
 Has to be told a word by the person administering the
running record
SELF-CORRECTION (SC)

Self-correction occurs when a child

realizes his or her error and corrects
it.
When a child makes a self-correction,
the previous substitution is not scored
as an error.
MEANING (M)

Meaning is part of the cueing system in

which the child takes his or her cue to make
sense of the text by thinking about the
story background, information from
pictures, or the meaning of a sentence.
These cues assist in the reading of a word or
phrase.
STRUCTURE (S)

Structure refers to the structure of

language and is often referred to
as syntax.
Implicit knowledge of structure
helps the reader know if what he
or she reads sounds correct.
VISUAL (V)

Visual information is related to the look

of the letter in a word and the word
itself.
A reader uses visual information when
he or she studies the beginning sound,
word length, familiar word chunks, etc.
MARKING M, S, AND V ON A
RUNNING RECORD

When a child makes an error in a line of

text, record the source(s)of information
used by the child in the second column from
the right on the running record form.
When M, S, and V into the right of the
sentence in that column, then, encircle M, S,
and/or V, depending on the source(s) of
HOW OFTEN TO TAKE A RUNNING
RECORD?
Running records are taken with greatest frequency at the
earlier stages of reading. Children not progressing at the
expected rate should be assessed even more frequently
than the schedule suggested below.
• Emergent readers (Levels A through G): every 2 to 4
weeks.
• Upper emergent readers (Levels H through K) every 4 to
6 weeks.
• Early fluent readers (Levels L through O) every 6 to 8
weeks.
HOW TO TAKE A RUNNING RECORD

• Select a book that approximates the child’s reading level. Explain to

the child that he or she will read out loud as you observe and record
his or her reading behavior.
• With the running record form in hand, sit next to the child so that you
can see the text and the child’s finger and eye movements as he or
she reads the text.
• As the child reads, mark each word on the running record form by
using the symbols on the chart that follows. Place a check mark,
above each word that is read correctly.
• If the child reads incorrectly, record above the word what the child
reads.
• If the child is reading, too fast, for you to record the
running record, ask him or her to pause until you catch up.
• Be sure to pay attention to the reader’s behavior as he or
she reads. Is the child using meaning (M), structural (S),
and visual (V) cues to read words and gather meaning?
• Intervene as little as possible while the child is reading.
• If the child is stuck and unable to continue, wait 5 to 10
seconds and tell him or her the word. If the child seems
confused. Indicate the point of confusion and say, “Try
again.”
 Running Record Symbols and Marking Conventions

Reading behavior Marking convention Example

Accurate word reading √ above each correcting √ √ √

read word The brown fox.
Substitution(one error if Write each word uttered brave
not self corrected: above the actual word The brown fox.
revealed error
regardless of the
number of incorrect
subordination).
Omission (one error) (above word) √ ___ √
The brown fox.
Insertion (tone error) Λ at point of insertion of √ fun √
the inserted word above The brown fox.
it Λ
Repetition of one word R (one repetition) √ R √
(no error) R2 (two repetitions) The brown fox.
R3 (three repetitions)
Repetition of phrase (no R w/ boe and arrow to R
error) the point of where the
reader returned to The brown fox.
repeat.
Self correction No error SC after the
error to indicate the child brave SC
has corrected error The brown fox.
Inter reaction / student Write TA if you read to tell
confused and unwilling to student to try again and √ TA √
try again (one error) point in where he / she needs [ The brown fox.
to try again. Place bracket
around word of the next text
that the child has tried again.
Inter reaction/ unable to Write T above the word T
read a word (one error) if you tell the child the The brown fox.
word after a 3-seconds
above word

Beginning sound Work the beginning

word above the word if √ b/√ √
the child says it and then The brown fox.
a(check) if he / she
follows with the correct
word.
READING a-z Running Record Level D
Student’s Name: __________________ Date: __________ The Wheel

Have the students read out loud as you record 99 Words

Assessed by:_______________________
Page E- error, S-C= Self-Correction, M= Meaning, E S-C E S-C
S= Structure, V= Visual MSE M S V
3 √ √ √ of/SC √ √ 1 M S VV M SS V
The Wheel comes off the truck.
4 √ √ √ √ √
It rolls down the hill. 1
√ √ √
Faster and faster 1
5 √ √ √ √ √ 1
The Wheel rolls through the field. M SS V
M
√ √ T/√ __ √ 1
It rolls pass the cows. M S V
√ √ √
Faster and faster.
6 √ √ √ √ √ farm M
M SS V
The Wheel rolls through the barn. 1
√ √ TA M S V
It rolls [pass the chicken] 1
√ √ √
Faster and faster.
7 √ √ √ √ R3 √
The Wheel rolls towards the river. 1 MM SS V
√ √ √ √ T MSV
It rolls over the bridge.
√ √ √ 1
Faster and faster.
8 √ √ √ in/SC √ √
The Wheel rolls into the school. MSV
V
√ √ √ of √ √
It rolls over Λ the door.
√ √ √ 1 MS V
S
Faster and faster.
R
√ √ √ √ √ √
The Wheel rolls through the town.
9 √ √ √ √ P/ √ R
It rolls pass the policeman.
√ √ √
Faster and faster.
 √ √ √ √ √ T
10 The Wheel rolls into the garage. 1 MSV
√ √ √
V M S
It keeps rolling
√ √ √ √ √ traok/ SC 8 13
The Wheel is on the truck. MSV MS V
TOTAL

92% 1:12 1:4

Accurate Rate: Error Rate: Self-Correction:

ANALYZING AND SCORING A
RUNNING RECORD QUALITATIVE
ANALYSIS
The qualitative analysis is based on observations that you
make during the running record.
It involves observing how the child uses
 Meaning (M)
 Structure (S), and
 Visual (V) cues to help him or her read.
It also involves paying attention to fluency, intonation, and
phrasing. Think back to the prompts you offered and how
the child responded to the prompts. All of these things
SCORING

The information gathered while doing a running record is

used to determine
 Error,
 Accuracy, and
 Self-correction rates.
Directions for calculating these rates are given on the next
slide. The calculated rates, along with qualitative
information and the child’s comprehension of the text, are
used to determine a child’s reading level.
ERROR RATE

Error rate is expressed as a ratio and is calculated by

dividing the total number of words read by the total
number of errors made.
Total words/total errors = Error rate
TW/E = ER
Example: 120/6 = 20
The ratio is expressed as 1:20. This means that for each
error made, the child reads 20 words correctly.
ACCURACY RATE

Accuracy rate is expressed as a percentage. You can

calculate the accuracy rate by using the following
formula:
(Total words read – total errors) / total words read x 100
= Accuracy rate.
(TW - E) / TW x 100 = AR
Example: (120 - 6) / 120 x 100 = Accuracy rate
114/120 x 100 = Accuracy rate
.95 x 100 = 95%
You can use accuracy rate to determine whether the text
read is easy enough for independent reading, difficult
enough to warrant instruction yet avoid frustration, or too
difficult for the reader. The breakdown of these three
categories is as follows:

Category description Accuracy rate range

Easy enough for independent

reading 95 – 100%

Instructional level for use in guided

reading session. 90 – 94%

Too difficult and will frustrate the

reader 89 and below
SELF-CORRECTION RATE

Self-correction is expressed as a ratio and is calculated by using the

following formula:
(Errors + self-correction) / Self correction = Self-correction rate (E +
SC) / SC = SC rate
Example:
(10 + 5) / 5 = SC
15 / 5 = SC
3 = SC
The SC is expressed as 1:3. This means that the child corrects 1 out of
every 3 errors.
AFTER THE READING

Retelling
After the child reads the benchmark book and you have made a running
record, have the child do an oral retelling of the story. Ask the child to close
the book, then, tell you about the story in as much detail as she or he can
remember. If the child has difficulty, retelling parts of the story or
remembering certain details, you can use prompts such as “Tell me more
about (character x)” or “What happened after…” Analyze the retelling for
information the child gives about the following:
 Characters
 Main idea and supporting detail
 Sequence of events
 Setting
RETELLING CHECKLIST

Competencies Remarks
Can the child tell you what happened in the story or what the factual
book was about in his or her own words?
Does the child include details about the characters in the retelling?
Can she or he explain the relationships between the characters?
Can the child describe the setting? How detailed is the description?
Can the child recall the events of the story, and can he or she place
them in the correct sequence?
Can the child identify the problem and the resolution?
Does the child use vocabulary from the texts?
Does the child’s retelling demonstrate minimal, adequate, or very
complete and detailed understanding of the text?
STUDENT TALK

After the reading, talk to the child about some of

the things he or she did during the reading.
Reinforce and praise certain behavior with
comments and questions that focus on specific
behaviors.
For example, after the child reads the text, you
might focus on a self-correction and ask, “How
did you know it was people and not persons?”
WRITING SAMPLES

The tutor looks into samples of the child’s writings. Three

samples written on 3 consecutive days or 3 consecutive
weeks are looked into and according to:
(a) language level
(b) message quality, and
(c) directional features.
WRITING VOCABULARY

The child is encouraged to write down in 10 minutes all the

words s/he can write, starting with his own name.
Any word written and read correctly is given credit.
This is done at entry mid-program and post-program.
This test is a good index of the child’s letter knowledge and
left to right sequencing.
SPELLING/DICTATION TEST

Simple sentence can be used as dictated test.

Give credit for every sound that he writes
correctly, even though the word may not be
correct.
The test gives an indication of the child’s ability to
hear sounds in words in words and represent
them with letters.
Score depends on number of phonemes the child
DURING THE SESSION

A typical tutoring session is an intimate situation

whose tutor and child sit side by side, reading /
writing collaboratively.
This allows oral interaction and close observation
of the child by the teacher.
The session includes the components in the order
suggested by Marie Clay.
RE-READING FAMILIAR BOOKS

The child reads aloud books he has read

before. This gives the child the chance to
engage in fast, fluent reading. He does not
have to work so hard that the reading
process breaks clown. This activity should
give him a feeling of success.
RE-READING YESTERDAY’S BOOK

The child re-reads the book he read for the

first time.
He is not expected to read it with complete
accuracy, but he does not have to struggle
anymore.
This also gives the tutor the chance to do a
running record.
LETTER IDENTIFICATION ACTIVITY

If the child has very low letter knowledge,

he is encouraged to use plastic letters
and a magnetic board to form words
and engage in word analysis. Otherwise,
more time is spent on writing.
WRITING A STORY

-The child composes 1 to 2 sentences.

-Assisted by the tutor, s/he-writes it on the lower
half of a blank sheet.
-The top half is used for working on words s/he
misspells.
-The tutor invites him to say the word slowly and
predict the letters that represent the sounds. s/he
learns to makes links between letters and sounds,
ARRANGING CUT-UP STORY

-The child may dictate another sentence, as

the tutor quickly writes it on a strip of
paper, then, cuts it apart for the child to
reassemble.
-He may be asked to paste the pieces on a
sheet of paper.
-The written message is read aloud.
 NEW BOOK INTRODUCED
Everyday a new book is introduced
to the child.
Tutor and child talk about the
pictures page by page.
Through oral language, he gets to
know the storyline, important ideas
and some of the language of the
NEW BOOK ATTEMPTED

The child is now encouraged to

read the new book aloud.
This is placed at the end of the
tutoring session because each
previous activity should have
encouraged him to work or his own
CLOSURE

 There is no hard and fast criteria for discontinuing the

sessions because the goal is to return the child, in a class
where s/he will continue to make progress. This will differ
from child to child.
 There is no fixed set of strategies, nor required levels of
text, nor test scores that must be attained to justify
discontinuance of the program.
 It is however, important that the child has acquired a
system of strategies that work in such a way that he
learns from his/her own attempts to read.
 Usually, he can read text which the average child
in his level at school can-read. He can write 2
sentences for his story, needing only 1 to 2 words
from the tutor.
 When discontinuing monitor progress in the next 3
years, consider promotion to the next grade very
carefully; provide individual help if needed.
 If the child slips behind his classmate once again,
a short refresher course of individual instruction is
most helpful.