Reading Recovery Australia
Working in partnership with schools
Reading Recovery Australia works with schools to ensure the competencies necessary for a literate future for all young children.
Reading Recovery is an early literacy intervention that provides a second chance for at-risk Year One students, who are struggling with learning to read and write. Reading Recovery identifies students early, before problems become entrenched.
Reading Recovery Statement
Reading Recovery Australia (RRA) encourages and supports Reading Recovery resources and teaching procedures detailed in Literacy Lessons Designed for Individuals (second edition), 2016, be used in literacy interventions in classrooms and small teaching spaces for students.
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11th International Reading Recovery Institute
July 12th - 14th, 2023 / Hyatt Regency Indianapolis
Celebrating Diverse Paths to Literate Lives
Join Reading Recovery educators and advocates from around the world for 3 days of meaningful professional development designed to advance Reading Recovery’s mission to support struggling readers and writers on their individual paths to lifelong literacy.
Hosted by the International Reading Recovery Trainers Organisation (IRRTO), the trainers continue their tradition of international collaboration and learning by presenting this event for Reading Recovery tutors, teacher leaders, and teachers from all international sites and welcome all interested educators, site coordinators, and administrators to attend.
Details at https://irrto.org/
Online Professional Learning Seminar
Wednesday 31st May 2023 from 5:30-6:45pm
A Pedagogical Approach to Early Writing
with Dr Noella Mackenzie
Ass Prof (adjunct) CSU,
ALEA Senior Fellow and Education Consultant
“To become truly literate, children need to learn to create, comprehend and use single mode (written, visual or spoken) and multimodal texts” (Mackenzie, 2022).
In this presentation, a pedagogical approach to early writing, referred to as “Draw, Talk, Write, Share” (DTWS), based upon research conducted by the presenter (Mackenzie, 2011, 2014), will be shared.
