Impact of Reading Recovery in Canada – 2016-17 National Data

Reading Recovery Changes Lives

2016-17 National Reading Recovery Data Released

Each year in June, the Canadian Institute of Reading Recovery, the Canadian Reading Recovery Trainer Team and some keen statistical analysts work together to collect information on the achievement of students who have participated in Reading Recovery through the school year.  The impact of Reading Recovery is felt by thousands of young learners in Canada. Reading Recovery Impacts Children

The results are in for the 2016-17 year.   Nova Scotia had job action during the school year so their data was not included in these results, but the data from 5 provinces and 1 territory show that over 7,200 children were helped by Reading Recovery in Canada.  In Canada there were 5 Reading Recovery Trainers, 45 Teacher Leaders, and 1,091 Teachers supporting the early literacy intervention.  They are champions for children struggling with reading and writing as well as keen observers of the literacy needs of children in Grade 1.  Reading Recovery is implemented in English in 868 schools and in French in 23 schools.

One mom writes, “I am simply amazed at the progress my little guy has had in this program. He only began a few weeks ago as a non reader and now he is reading. What a boost to his self confidence!! Thank you for an excellent program!

Find out more about the achievements of students in Reading Recovery by reading the report.

Download the Reading Recovery National Summary 2015-2016


The Victoria Inn, located at 1808 Wellington Avenue, Winnipeg, Manitoba will be your host hotel for the upcoming National Reading Recovery & Early Literacy Learning Conference taking place on April 4-5, 2019.

Group Rates:

Standard Room $119.00

How to book at the conference rate…

1.       Call the hotel directly and ask to book in the “Reading Recovery Institute” group block (Group Code – 799962 – if needed).

2.       Head to click on “Reserve Now” then enter Group Code 799962 and enter the PIN – CIRR

The last day to receive the special group rate is March 15, 2019 – book early to ensure the best rate.

In addition to the affordable room rate, guests of the Victoria Inn will also receive complimentary parking, complimentary internet in all guest rooms, complimentary use of all hotel facilities.

The hotel is conveniently in the same building as our conference activities.  If you are staying on-site you won’t have to go outside!


Re-imagining Small Group Literacy instruction in the Kindergarten and Grade One Classroom

When we believe children are competent and capable learners, we document what they currently know and can do which  provides us with insights and questions about where the learning might go next. This workshop will focus on Pedagogical documentation and small group reading instruction in the Kindergarten and grade one classroom. We will investigate :
How might we create the opportunities for literacy  to happen authentically throughout the day in multiple contexts and in multiple places?
How can we be flexible about where we are meeting with the children, how long we are meeting with them, and what level of support we are providing to them?
As we reimagine literacy instruction, we will use video clips to hear educator teams making the learning visible by noticing and naming literacy behaviours that are connected and applied in multiple contexts throughout the day.

Presenter: Kim Mastromartino


Download Session Handouts:




Assembling Cut-Up Stories … More than Just A Puzzle!

Why is the cut-up story part of the lesson activities? How does the teacher benefit from observing the child reassembling the story? How does the child benefit from reassembling his story? This interactive session will examine the power behind Assembling Cut-Up Stories in Reading Recovery lessons and in the classroom. We will explore examples of ways to use this activity in Kindergarten and in grade 1 classrooms.

Presenter: Paul Cousineau

Taking a Look at the Virtues & Vices of Levelled Text

Beginning readers do best when they are engaging with books at a ‘just right’ level of difficulty – books that offer opportunities to both consolidate what is known, and do some new problem-solving. However, not all levelled texts are created equal. Understanding the characteristics, function and limitations of levelled text enables teachers to maximize the learning impact of this valuable instructional tool.

Presenter: Susan Burroughs, Canadian Institute of Reading Recovery

Susan Burroughs taught K-3 for many years, worked as a Reading Recovery Teacher Leader for 18 years and retired from the Toronto District School Board in 2012. She is currently Executive Director of the Canadian Institute of Reading Recovery.

Between the covers: What is in those sheets? Making the most of the book orientation

“I think introducing new texts which young school children are going to read demands great skill” (Clay, 1991)
Participants will explore how rich introductions support children in becoming independent readers. Actively engaging children to participate in the conversations, before reading, sets them up to read a new text with a high degree of successful processing.

Presenters: Jennifer Gillingham & Barb Cassar, TDSB

Jennifer and Barb are Reading Recovery Teacher Leaders with the Toronto District School Board. They are regular presenters and contributors of Literacy Learning Professional Development for Reading Recovery and Classroom Teachers of the Elementary and Secondary Panels. Combined they have taught for over 50 years!

Seize the Moment: Moving from Monotony to Creativity when Composing

When composing, Clay instructs us to, ‘Start up a conversation, guided by all you know about this child. Talk about something that you feel sure he would be interested in.’ In this session, we will examine ways to help all students create authentic, meaningful and exciting stories that build upon their interests, creativity and passions.

Presenters: Dee Dee Verlinde & Fiona Weller, YRDSB

Fiona and Dee Dee are Reading Recovery Teacher Leaders in the York Region District School Board.

Sparking Curiosity through Inquiry-Based Learning using Literacy Comprehension Strategies

Join Early Years educators as we explore the process of inquiry-based learning in Kindergarten. Comprehension strategies, such as, asking effective questions and making connections will be highlighted through the use of picture books. We will look further at why focusing on student curiosities, questions, wonderings serve to enhance particular comprehension strategies, spark engagement in writing, but also honours children’s many voices.

Presenters: Melissa Seco & Margaret DaSilva, Toronto District School Board

Melissa Seco: Melissa is currently an Instructional Leader for the Early Years Learning & Care Department at the TDSB. She has been teaching in the Toronto District School Board for the last 10 years as a Primary/Junior teacher in a variety of roles.

Margaret Da Silva: Margaret is currently working as an Instructional Leader for the Early Years Learning & Care Department at the TDSB. She has been teaching in the Toronto District School Board for the last 20 years as a kindergarten teacher, reading recovery teacher and primary resource support teacher.

Full Day Kindergarten Planning Time Framework: Literacy Focus

This workshop will provide participants with an overview of the Full Day Kindergarten Planning Time Framework currently being implemented across the Hamilton Wentworth Catholic District School Board. This session will discuss the process that occurred to design this literacy-based framework that includes explicit lessons and procedures, the implementation and professional development plan, lessons learned from the field and current successes in literacy achievement for the board’s youngest learners. Participants will also receive a copy of the detailed framework and links to the various support resources.

Presenters: Judy Eaton & Dean Younger, HWCDSB

Judy Eaton: Judy has been a teacher for almost twenty-five years. She has taught in all divisions and has been a Literacy Coach for HWCDSB. She is currently the board’s Literacy Consultant, serving all staff, Grades 1-8. Judy also teaches Reading Part 1 through Brock University and has been instrumental in developing key resources that are currently serving the entire system. Judy is a wife and mother of three daughters, ages 17-20 and an avid runner in her spare time.

Dean Younger: Dean has been a teacher since 1987. He has taught in all divisions. He was a Reading Recovery Teacher Leader and the board’s Early Years Consultant and Early Years Lead throughout the Full Day Kindergarten revolution across Ontario. He is currently Principal at St. Thomas the Apostle CES in Waterdown, Ontario. He is the father of three children, ages 22-26 and is an avid camper in his spare time.


Download presentation slides

I’m an Author and I Have Goals!

Writing begins in the mind. Our young students have many ideas and stories to share but the logistics of recording them on paper can be almost overwhelming – pencil grip, spelling, letter formation, illustrations, punctuation…How do we help young writers move forward, take risks, and meet achievable goals while still enjoying writing? This workshop will help you explore ways to have classroom wide learning goals and success criteria for writing that also allow for manageable, differentiated personal goals for each child. We will consider group and individual goals, ways to document and celebrate learning for you and for the children, and structures that ensure the children see themselves as capable writers from the very start.

Presenter: Kathleen Corrigan, Corrigan Education

Kathleen Corrigan is a former Reading Recovery Teacher Leader and Early Years Consultant with a public board. She is currently working as a consultant for several independent schools as well as writing children’s books and teachers’ resources for local and international publishers.