Abstract
Abstract Reading Recovery is a one‐to‐one intervention for children having difficulty reading after one year at school. It consists of daily half‐hour lessons taught by a teacher trained to diagnose and support children's problem‐solving approach to reading. Each lesson is organised so that the pupil, no matter how inexperienced with print, is enabled to ‘act like a reader and writer’. The parts of the lesson remain constant each day although the particular books read, the messages written, and the interactions the teacher has with the pupil are individually crafted for each child. Marie Clay, founder of the programme, claims it is consistent with the principles of Vygotsky's theory on the acquisition of cultural tools. More specifically Clay and Cazden (1990) have shown how the features of Reading Recovery lessons exemplify the scaffolding of learning based on assessment of each child's current reading strategies and techniques for moving the child towards independence in reading and writing. In this stu...
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