Good Reading Recovery In Addressing Reading Difficulty Among Kindergarten Article Review Example

Brief Summary

Jesson and Limbrick in their research article entitled “Can gains from early literacy interventions be sustained? The case of Reading Recovery” took a closer look on whether or not students who availed of reading recovery program sustain their gains after two years from the intervention. The writers explained that Reading Recovery is one the interventions done for students who are significantly slower in literacy development during their first year in school. This intervention is done by having a one-on-one tutoring daily in the span of 12 to 15 weeks. Jesson and Limbrick conducted a research among students in New Zealand and found out that majority of those who entered into a Reading Recovery intervention sustained the reading capacity that they gained. However, the study pointed out that the reading capacity gained is not equivalent to the student’s writing ability. The results of the research stipulated that the students are still struggling in writing. The writers recommended for the intervention to be integrated in school and at home in order to accelerate literacy development.

“How”

As a kindergarten teacher, I appreciated the way that the writers ended their article saying that Reading Recovery should be integrated at school and at home in order to be effective. Indeed, short-term interventions needed to be synchronized in the school’s literacy activities to sustain the gains. One thing however that I realized from reading this text is the importance of tracking the students’ literacy ability by taking running notes and having a profile of each student. This will help in identifying if there students who lag behind and whether or not they need intervention or adjustment of reading and writing activities.
Because I believe that reading recovery should be integrated in the regular school sessions, I will plan my next activities based on the reading capacity of each student. Using the reading capacity and development profile of each student, I will group them in a homogenous manner and encourage them to have a silent group reading in a span of 30 minutes. The material that they will read will be based on their preferences in order to trigger their interest. After the 30 minutes of silent reading, I will ask every group to share the lessons that they can recall from the reading and ask them to reflect on the usage of lessons they learned with their daily lives. The reading session will be conducted thrice a week in order to sustain the reading abilities and interests of the students.