Faculty of Education

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Sharing responsibility for referring students in reading recovery

Coghlan, Robyn ( 2002)

Becoming literate is recognised and valued throughout the world. Schools and teachers strive to meet the expectations of society providing prevention in the form of quality teaching for students. In Victoria, Australia while data have indicated that teachers and schools have been largely successful in guiding students to become readers and writers some teachers experience difficulty in achieving those goals. In Reading Recovery, a successful additional assistance program that gives students a second chance to get underway with reading and writing, only a very few are referred on for further ongoing support. Referred students have commonly been regarded as the hardest to teach children. However, research literature indicates that poor implementation of programs at a school and teacher level can also contribute to the number of students who, by the end of Year 1 are unable to engage in literate activity productively alongside their peers. The research reported here used a case study method and collected qualitative and quantitative data. Its findings support those from the research and isolate factors that are contributory at a school, teacher and system level. Recommendations are made for improvements across all sectors.