аЯрЁБс>ўџ 24ўџџџ1џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџьЅС'` №ПlbjbjVwVw 244lџџџџџџЄЈЈЈЈЈЈЈМ  МЃЖ(((((((("$$$$$$$YhСТHЈШ((ШШHЈЈ((]J J J Ш"Ј(Ј("J Ш"J J ЈЈJ ( @/Qъ­УЭъ"J і,s0ЃJ ƒ 4ƒJ ƒЈJ Ќ(hJJ к<В(((HH@ (((ЃШШШШМММ$р$МММрМММЈЈЈЈЈЈ] This video comprises my presentation “Response to Intervention: An alternative to Reading Recovery” at the Learning Difficulties Australia research symposium “Beyond Reading Recovery – What works best?” At the University of Melbourne Hawthorn Campus, 442 Auburn Road, Hawthorn. Saturday 25 February 2012, 9.00 am to 12.30 pm Overview of Symposium Despite accumulating evidence that Reading Recovery is not an effective program for helping struggling readers, it remains as one of the most widely used reading intervention program throughout the English-speaking world. It has its origin in the whole language approach to the teaching of reading, with its emphasis on a meaning-based rather than a skills-based approach to the teaching of initial reading. This symposium will look at the history of the development of Reading Recovery, why it has dominated approaches to reading intervention for struggling readers despite its limitations, the various attempts to modify the program to make it more effective, and alternative approaches to intervention that are both more effective and more cost-effective. The Symposium will look at the results of meta-analytic studies of the effectiveness of Reading Recovery as well as the evidence for Mathew effects in reading, supporting the importance of early intervention for reading difficulties. It will also examine the Response to Intervention model, now widely used in the United States and the UK, as a more effective and cost-effective approach to helping struggling readers, based on a three tier model which provides an initial program of effective teaching, followed by support and intervention as required according the needs of the individual student, starting with small group instruction and moving to more intensive individual intervention for students with more serious and persistent difficulties. Program Tom Nicholson What works best? The case for and against Reading Recovery John Hattie and Maximilan Pfost The research evidence: Meta-analyses of effects of Reading Recovery and Mathew Effects in Reading Kerry Hempenstall Response to Intervention: An alternative to Reading Recovery $%&bfžЫ E \ G]^™ЅИЙ-.klќѕќыфиЭТиДТДЉšД‰xi]xќh*65\]mH sH h*6h*65\]mH sH  h*6h*656\]mH sH  h*65\h*6h*65\h*6h*656\mH sH h*65\mH sH h*6h*65\mH sH h*6h*6mH sH h*6h*6mH sH h*6h*6\mH sH  h*6\]h*6h*6\] h*6h*6h*6E F \ GHPklњњњњњњњњјgd*6 l§0&P 1hАƒ. 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