a registered trademark for an early intervention program developed by Clay (1985) for use with children at risk in reading progress after one year of schooling.
An individualized reading-skills program for students who are having difficulty learning to read. Teachers are trained in a year-long course that emphasizes a whole-language approach (reading within context rather than phonics) and integrates reading, writing, and listening techniques. Students who don't improve are eligible to receive 30 minutes of one-on-one instruction daily for up to 20 weeks.
(tm) An intervention program developed in Australia by Marie Clay (1985) designed for children at risk in reading progress after the first year of school.
is a one-to-one tutoring model that provides daily 30 minute sessions for the bottom 20% of first graders. The sessions are taught by specially skilled teachers who have participated in a year-long intensive training program.
A one-on-one reading intervention program used by highly trained teachers with first-graders who are having difficulty learning to read.
Intensive school-based reading intervention for grade one students with reading difficulties.
Early intervention reading program for first-grade students, using specially trained teachers, intensive one-on-one instruction for 12-20 weeks to bring child up to reading grade level; developed by Dr. Marie M. Clay of New Zealand; similar to SER, CLIP, and SuPR
Reading Recovery is a supplementary education program that aims to offer the lowest-achieving first-grade children an effective method of English language reading and writing instruction. It was designed to compromise between the two "schools" of beginning reading education, intensive phonics instruction and the whole language approach.
