Dr Salli Forbes
Trainer, University of Northern Iowa, United States of America
Dr Connie Briggs
Trainer, Texas Woman’s University, United States of America
Constructing Knowledge : Learning Through Language
In Reading Recovery, language is the heart of the learning process. Instruction of children is carried out in a “dialogic interchange”, learning through language and action. Teachers also learn to teach through dialogic language that describes their observations of children and develops their understanding. This session will explore learning through language for both Reading Recovery students and teachers.
Please bring a copy of Literacy Lessons Designed for Individuals, M.M Clay (2016) to the session.
Glen Franklin
Trainer, University College London, United Kingdom
All Around the Word: A Closer Look at Children’s Errors and How Text Might Help or Hinder.
This session explores the challenges in text that go beyond the level of word-solving. We will explore specific texts to consider the impact grammatical structure, topic choices, text layout and illustrations have on errors children make, and will discuss the teacher’s role in helping children integrate all information effectively.
Christine Hutchison
Tutor, Catholic Education Office Parramatta, Australia
Rosie von Keisenberg
Tutor, Catholic Education Office Parramatta, Australia
A System’s Remit: Lifting Literacy Learning
Parramatta’s Reading Recovery started in 2010. Nine years on, referral rates have halved. How? The answer lies in the implementation alignment to the System’s priorities for literacy learning and teaching – knowing every student, strengthening pedagogy, improving attendance and empowering accountability across the school sector.
Jeanette Lauder
Tutor, The University of Waikato, New Zealand
Reading the Words or Reading the Story?
Why must children learn to read ‘so it sounds like talking’? This session explores how children’s access to meaning is enhanced by drawing on the sound of language as well as understandings about language structure. Examples of children’s attempts will be used as illustrations.
Leslie McBane
Teacher Leader, South-Western City School District, United States of America
Who’s Neglecting Structure?
Language structure is a source of information available to children reading continuous text. But how often do we neglect its importance? Through video examples and Running Record analysis rediscover the role of structure in supporting reading acquisition.
Beverley Randell
Author, New Zealand
Our Lives Are Full of Stories
An interactive session with Janet S. Gaffney
Beverley Randell’s writing career began in 1955 with John the Mouse who Learned to Read. Beverley has written hundreds of engaging stories in published books. In this interactive session, Beverley will share her insights into the lure of the story and the delicate balance of words and story for beginning readers.
Dr Pru Smith
Trainer, Catholic Education Western Australia, Australia
Just How Much Can You Extract From a 30-Minute Lesson? Finding the Dialogic in Reading Recovery Interactions.
Reading Recovery teachers are ALWAYS pressed for time and yet we know that dialogic interaction, which takes time, is fundamental to deepening understanding and making meaning. This presentation shares the outcomes of action learning which investigated how dialogic interaction can be achieved in a Reading Recovery lesson.
Dr K. Journey Swafford
Trainer, Georgia State University, United States of America
Getting More Out of Writing in Reading Recovery Lessons
In this session, participants will consider how they might enhance the writing portion of their Reading Recovery lessons. The benefits of early writing to reading, writing to support reading comprehension, writing in roaming, and Clay’s Observation Survey writing rubric will be discussed.
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