Jennifer Flight, Canada
Investigating the “I’s” of independence
This session will explore critical factors in fostering independent problem-solving: identification of strengths, allowing for the child to take initiative, and evaluating interactions between teacher and child. Join us in investigating “knowing how and when to hold back and let the independent child take over the whole task” (Clay, 2016, p.41)
Dr Sinéad Harmey, United Kingdom
Linking sound to letter sequences in Reading Recovery; Evidence and practice
Every Reading Recovery lesson aims to develop expertise in linking sound sequences to visual letter sequences. This session explores recent phonics instruction research and considers how research affirms and informs Reading Recovery instructional practices.
Dr Elizabeth Kaye, United States of America
Adjusting the visual working system for literacy learning
A child learning to read and write continually adjusts his or her visual working system for literacy. Explore the processing of visual information, from the early challenge of learning to look at print to the fast, effective visual analysis by a reader who is well on the way to developing a self-extending system.
Associate Professor Janet Scull and Associate Professor Terence Bowles, Australia
Early literacy: A pathway for connection to school
Teachers report that after a few weeks in Reading Recovery they see the children glow and their eyes sparkle as they learn to read and write. This session will provide details of a study that aims to understand the impact of Reading Recovery on children’s school connectedness and engagement in learning. The findings support investment in early interventions and acknowledge the multiple outcomes that result from fine-tuned teaching interactions.
Click here for details