Canadian Institute of Reading Recovery Literacy Learning: Our Collective Responsibility

CCRSB Early Literacy Support recognizes the importance of a strong partnership between Early Literacy Support Teachers, Reading Recovery Teachers, Classroom Teachers, Program Support Teachers, School Administration, parents and other professionals as required. Our session will focus on sharing effective strategies to support and enable these partnerships.

Presenters: Emily Fahey & Myrna Noddin-Bona, Chignecto Central Regional School Board

Emily Fahey is the Coordinator of Literacy and Programs with Chignecto Central Regional School Board.
Myrna Noddin-Bona is a Reading Recovery Teacher Leader and Early Literacy Consultant with the Chignecto Central Regional School Board in Nova Scotia.

Marie Clay

"If the student cannot learn we should assume that we have not yet found the correct way to teach him."

Marie Clay

Canadian Institute of Reading Recovery

2014-05-05T09:35:06+00:00

Marie Clay

"If the student cannot learn we should assume that we have not yet found the correct way to teach him."

https://rrcanada.org/testimonials/if-the-student-cannot-learn-we-should-assume-that-we-have-not-yet-found-the-correct-way-to-teach-him/

Marie Clay

"With problem readers it is not enough for the teacher to have rapport, to generate interesting tasks and generally to be a good teacher. "

Marie Clay

Canadian Institute of Reading Recovery

2014-05-05T09:35:21+00:00

Marie Clay

"With problem readers it is not enough for the teacher to have rapport, to generate interesting tasks and generally to be a good teacher. "

https://rrcanada.org/testimonials/with-problem-readers-it-is-not-enough-for-the-teacher-to-have-rapport-to-generate-interesting-tasks-and-generally-to-be-a-good-teacher/

Marie Clay

“What is possible for children with reading problems? What would have to change?”

Marie Clay

Canadian Institute of Reading Recovery

2014-05-05T09:35:35+00:00

Marie Clay

“What is possible for children with reading problems? What would have to change?”

https://rrcanada.org/testimonials/what-is-possible-for-children-with-reading-problems-what-would-have-to-change/

Marie Clay

“The goal is to help children move from where they are to somewhere else by empowering them to do what they can do and helping them engage in activities through which they can learn more.”

Marie Clay

Canadian Institute of Reading Recovery

2014-05-05T09:40:18+00:00

Marie Clay

“The goal is to help children move from where they are to somewhere else by empowering them to do what they can do and helping them engage in activities through which they can learn more.”

https://rrcanada.org/testimonials/marie-clay/

Marie Clay

"Teaching is when you supply information that the learner does not have."

Marie Clay

Canadian Institute of Reading Recovery

2014-05-05T09:40:44+00:00

Marie Clay

"Teaching is when you supply information that the learner does not have."

https://rrcanada.org/testimonials/marie-clay-2/

Angela DesBarres, Director of Instructional Programs, Grande Prairie Public School District

“There are strategies, Professional Development and Professional Learning Community implications that ALL teachers benefit from when Reading Recovery is implemented. The strength in this intervention is in how teachers observe and change their teaching to suit the needs of the students they are working with. Another strength is in how teachers meet regularly to WATCH each other teach, ask questions about the strategies they are using, ask each other what they think they can change or adjust to assist their students to learn more effectively.

The question is………… Why can’t we all do that? IMAGINE where our students might go?”

Angela DesBarres, Director of Instructional Programs, Grande Prairie Public School District

Canadian Institute of Reading Recovery

2014-05-30T04:10:26+00:00

Angela DesBarres, Director of Instructional Programs, Grande Prairie Public School District

“There are strategies, Professional Development and Professional Learning Community implications that ALL teachers benefit from when Reading Recovery is implemented. The strength in this intervention is in how teachers observe and change their teaching to suit the needs of the students they are working with. Another strength is in how teachers meet regularly to WATCH each other teach, ask questions about the strategies they are using, ask each other what they think they can change or adjust to assist their students to learn more effectively. The question is………… Why can’t we all do that? IMAGINE where our students might go?”

https://rrcanada.org/testimonials/angela-desbarres-director-of-instructional-programs-grande-prairie-public-school-district/

Huge Asset

Reading Recovery is a HUGE asset to any school! It has helped my son become a strong, independent reader and has given him the confidence to tackle books that he never would have attempted before. The Reading Recovery teacher is a fantastic teacher who has helped my son become a ‘reader’ and enjoys the process of learning.

Canadian Institute of Reading Recovery

2018-10-19T19:33:15+00:00

https://rrcanada.org/testimonials/huge-asset/

Absolute MUST

This program is an absolute must. For our child, it changed his whole demeanor. He went from pushing through his tasks to taking absolute pride in his work. His teacher made the Reading Recovery program very exciting for him because he never wanted to miss a class because he enjoyed it that much.

Canadian Institute of Reading Recovery

2018-10-19T19:34:02+00:00

https://rrcanada.org/testimonials/absolute-must/

Favourite Things to Do

I am very pleased with the Reading Recovery program at the school. My son was indifferent when he was being taught letters in kindergarten and at the start of grade one he was very apprehensive about reading. Now he is very good and confident with his reading and says that it is one of his favourite things to do!

Canadian Institute of Reading Recovery

2018-10-19T19:34:46+00:00

https://rrcanada.org/testimonials/favourite-things-to-do/

Canadian Institute of Reading Recovery